Ancient Greece C 800 300 Bcbce Documents Free Down

Ancient Greece, c.
800-300
BC&BCE
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www.ck12.org Chapter 1. Ancient Greece, c. 800-300 BC&BCE
C HAPTER
1 Ancient Greece, c. 800-300
BC&BCE
C HAPTER O UTLINE
1.1 Ancient Greece YouTube Videos
1.2 Standard 6.45 Lesson
1.3 Standard 6.45 Ancient Greece Map Coloring Assignment
1.17 Primary Documents and Supporting Texts to Read - Ancient Greece
Students analyze the geographic, political, economic, social, and religious structures of the civilizations of
Ancient Greece.
6.45 ... On a historical map of the ancient Mediterranean area, locate Greece and trace the boundaries of its influence
to 300 BC/BCE. On a contemporary map trace the current boundaries of Greece. Compare and contrast the sphere
of influence of Greece in those two different eras.
6.46 ... Explain how the geographical location of ancient Athens and other city-states contributed to their role in
maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.
6.47 ... Trace the transition from tyranny and oligarchy to early democratic forms of government and back to
dictatorship in ancient Greece, including the significance of the development of the idea of citizenship.
6.48 ... Explain how the development of democratic political concepts in ancient Greece lead to the origins of direct
Democracy and representative Democracy, including:
• the “polis” or city-state

• civic participation and voting rights
• legislative bodies
1
www.ck12.org
• constitution writing
• rule of law
6.49 ... Compare and contrast life in Athens and Sparta.
6.50 ... Compare and contrast the status of women and slaves between Athens and Sparta.
6.51 ... Analyze the causes, course, and consequences of the Persian Wars.
6.52 ... Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.
6.53 ... Explain the rise of Alexander the Great and the spread of Greek culture.
6.54 ... Analyze the causes and effects of the Hellenistic culture of Greece.
6.55 ... Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes
(Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Athena), and events, and where and how we see their
names used today.
6.56 ... Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology.
6.57 ... Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the sports
they featured.
6.58 ... Describe the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria, and
identify the major accomplishments of the ancient Greeks.
• Thales (science)
• Pythagoras and Euclid (mathematics)
• Hippocrates (medicine)
• Socrates, Plato, and Aristotle (philosophy)
• Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and
drama)
• the Parthenon, the Acropolis, and the Temple of Apollo (architecture)
• the development of the first complete alphabet, with symbols representing
• both consonants and vowels
Primary Documents and Supporting Texts to Read: excerpts from Homer’s Iliad and the Odyssey; excerpts from
Pericles’ Funeral Oration; excerpts from Alexander by Plutarch; excerpts from Aesop’s Fables (or the Aesopica);
excerpts from Aristotle’s The Athenian Constitution; excerpts from The Battle of Marathon; excerpts from Everyday
Life in Ancient Greece (4th Century BC).
2
1.1 Ancient Greece YouTube Videos
The Persians and the Greeks: Crash Course World History

http://www.youtube.com/watch?v=Q-mkVSasZIM
Alexander the Great and the Situation. . . .the Great?: Crash Course World History
http://www.youtube.com/watch?v=0LsrkWDCvxg
Ancient Greece (collection)
http://www.youtube.com/watch?v=WP_NeirFIkM&list=PLF775FF88EDCE7E90
Greek Heros 6th Grade
http://www.youtube.com/watch?v=Z5FTqkMXmRo
The Trojan Horse
http://www.youtube.com/watch?v=9RYGQQ_qybY
Greek Mythology for Kids
http://www.youtube.com/watch?v=ccxNhewW-fs
Mythic Warriors: Prometheus and Pandora’s Box
http://www.youtube.com/watch?v=Om3Xd6Ka-Go
Greek Gods and Goddesses
http://www.youtube.com/watch?v=WP_NeirFIkM&list=PL30CFF07BD9BD6D38
Greek Intro Show
http://www.youtube.com/watch?v=UL_92yZNyaw
Overview of Ancient Greece
http://www.youtube.com/watch?v=Hj-vLl1tQlg
Early Greek Civilization Mr. Driscoll
http://www.youtube.com/watch?v=SZl3AngaPtA
Ancient Greeks (collection)
http://www.youtube.com/watch?v=eJCm8W5RZes&list=PLezi2wCTVqeHoEUSEi1Nzesa6YDbGSZ
The Greek Gods (collection of many gods and stories)
http://www.youtube.com/watch?v=mRe389uQhmo&list=PL2gOQ-nM_67P3rs5OJHhf0v9vEt0vjtuw
Ancient Greece - Collection
http://www.youtube.com/watch?v=ZrmQYsMnl14&list=PLTMTSxdoI_EU3xsg9wqc7ZSG4rLkSVXHA
Greek Geography and Religion
http://www.youtube.com/watch?v=d5dBsYbkGtM
3
1.2. Standard 6.45 Lesson www.ck12.org
Standard 6.45 Lesson: On a historical map of the ancient Mediterranean area, locate Greece and trace the
boundaries of its influence to 300 BC/BCE. On a contemporary map trace the current boundaries of Greece.
Compare and contrast the sphere of Greece in those different areas.
Click Here to view the PowerPoint on Geography and Early Greek Civilization
Click Here to view the PowerPoint on the Geography of Greece
Click Here to view The Story of Ancient Greece PowerPoint
The British Museum does an awesome job of making a great website for students all over the world!!! Enjoy
other information on this site!
Watch this YouTube short video about the geography of Greece. Its title is Greece’s Geographic Challenge.
And. . . .. www.kidspast.com is awesome!!!
http://www.kidspast.com/world-history/0058-ancient-greeks.php
http://www.bing.com/videos/searchq=Ancient+Greece+Geography&Form=VQFRVP#view=detail&mid=99385F01E2D61E345
Another is Ancient Greece and Geography by Natalie!

http://www.bing.com/videos/searchq=Ancient+Greece+Geography&Form=VQFRVP#view=detail&mid=6EB7B6FEF02C56347
4
And one more. . . . . . ;)

http://www.bing.com/videos/search?q=Ancient+Greece+Geography&Form=VQFRVP#view=detail&mid=2B3795BD60D039C
The next maps are historical maps from the time of Ancient. Notice the landforms and other regions that were a
part of the Greek Empire.
Ancient Greece
From www.historyforkids.org - read "The Agean Sea."

http://www.historyforkids.org/learn/india/science/math.htm
5
Interactive Map of MediterraneanSea

Middle East Map Game (Drag the names of the countries to their spot on the map).
6
This is a physical map of the lands of Ancient Greece. Notice how much of the land is NOT suitable for farming.
7
Present-day Greece
Compare and contrast the borders of Greece from ancient to modern times.
Additional introductory information about Ancient Greece from www.ushistory.org
8
Ancient Greece
Thanks to existing Greek sculptures and texts, we know how people dressed in ancient Greece. The peplos , worn
by the woman in the statue above, was the universal garment for Greek women until the 6th century B.C.E.
Democracy. Philosophy. Sculpture. Dramatic tragedies. The Olympic Games.
Many of the fundamental elements of Western culture first arose more than 2000 years ago in ancient Greece.
After conquering the Greeks, the ancient Romans spread Greek ideas throughout their empire, which included much
of Europe.
After the fall of the Roman Empire, these ideas lost their prominence in European society during most of the Middle
Ages (500-1500 C.E.). It was not until the Renaissance (1350-1500 C.E.) that the ancient Greek and Roman origins
of many European institutions and practices were rediscovered.
One prominent element of Greek thought was the concept that humans are the measure of all things. The ancient
9
Greeks wanted to know how the universe works. To probe such questions, the Greeks turned to philosophy,
mathematics, and science.
All Things Human
This gold burial mask is known famously as the Mask of Agamemnon , the heroic king of Mycenae in Homer’s Iliad.
Though mystery still surrounds the 16th century B.C.E. Minoan and Mycenaean cultures, archaeologists have found
fascinating artifacts, including frescoes, palaces, tombs, and other burial masks.
The glorification of the human form and of human accomplishment defined ancient Greek art, philosophy, literature,
and religion. Even their gods were created in the image of humans. The Greek gods had human emotions, looked
like humans, and behaved more like people than infallible gods.
The Greeks’ emphasis on the individual is one major cornerstone of Western Civilization. Indeed, the spirit of
individualism as defined by the Greeks is still alive and well in modern American culture and society.
The Greeks were the first in the West to experiment with the concept of democratic government. Many successful
modern democratic governments in the world today are heirs to the Greek model. It must be pointed out that though
the Greeks developed the notion of "government by the people," most people were still excluded from the political
process.
The First Greeks
Two major groups of people, the Minoans and the Mycenaeans, were the first to populate the Greek peninsula. Not
much is known about either of these groups because they did not leave an abundance of written or physical evidence
10
to provide clues about their civilization. However, it is known that by 1650 B.C.E., the Minoans occupied the island
of Crete that is south of the Greek mainland. The Minoans were named for the legendary ruler of Crete, King Minos.
Historians believe that the Minoans were seafaring traders who developed a rich, diverse culture.
The Mycenaeans came from a group of people who migrated from India through the Middle East and into Greece
around the year 2000 B.C.E. These Indo-Europeans mixed with the native population of Greece to become the Myce-
naeans. Over time, both the Minoans and Mycenaeans expanded and conquered territory until the two civilizations
ran into one another.
Historians suspect that in the ensuing conflict the Mycenaeans wiped out the Minoans, whose civilization and culture
disappeared somewhat mysteriously. By 1200 B.C.E., the Mycenaeans were in turn wiped out by another group
known as the Dorians. This ushered in a Dark Age that lasted from 1150 to 800 B.C.E. During this time, economic
activity ground to a halt, and literacy disappeared. Not much is known about this period in Greek history.
But a highly developed civilization resurfaced. From politics and philosophy to art, medicine, and science, the
ancient Greeks generated thoughts that shaped the record of humankind for the next 2,500 years.
Chewing gum
Can I have a piece of gum? You’ve probably been asked this by your friends before. If you had lived in ancient
Greece, you may have heard the very same question.
Spartan warrior
You are a Spartan warrior named Patronus. It is your duty to protect your family and your beloved city-state, Sparta,
during the war against Athens. Will you succeed?
Quiz
Are you a "Knowledge Master"? Test your wits with these 30 questions about ancient Greece and see how you
measure up.
Odysseus
After ten long years of fighting in the Trojan War, the Greek hero Odysseus was ready to return home. Little did he
know that his adventures were just beginning.
11
1.3. Standard 6.45 Ancient Greece Map Coloring Assignment www.ck12.org
1.3 Standard 6.45 Ancient Greece Map Color-

ing Assignment
FIGURE 1.1
Ancient Greece
Label Shade Blue:
1) Ionian Sea
2) Mediterranean Sea
3) Aegean Sea
Label the following Cities:
1. Athens
2. Sparta
3. Troy
4. Mycenae
5. Knossos
Label the following areas:
1. Asia Minor
2. Crete
3. Thera
4. Marathon
5. Persian Empire
Answer the following questions:
1. Briefly describe what ancient Greece consisted of geographically.
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2. Look at Greece’s coastline. Do you think this would be an advantage or disadvantage? Why or Why Not?
3. Was Greece’s land suitable for farming? Explain.
4. Why do you think sea travel was so important to the Greeks? What bodies of water did they travel on?
3
5. What covered 4 of ancient Greece? How did this prevent the developed of a united empire?
6. What would motivate the Greeks to start new colonies?
13
Standard 6.46 Lesson: Explain how the geographical location of ancient Athens and other city-states con-
tributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of the cultural
influence.
Click Here to view the Ancient Greece PowerPoint
Click Here to view the Ancient Greece Civilization PowerPoint
Click Here to view the Grade 6 Ancient Greece PowerPoint
Don’t forget www.kidspast.com !!
Use it for additional information!!
In ancient Greece, there really wasn’t a “country” called Greece. There were just areas of Greek “speakers” scattered
across the seas that were located between Europe and Asia. These people were in the perfect location to to travel
and trade with other people who passed through this region.
“Ancient Minoan Civilizations” (“Creep” by Radiohead) - YouTube at its finest!!
https://www.youtube.com/watch?v=Jz3d5x-MUT4&list=PLC8ACBA72AB38CB21
About 2000 BC/BCE, a group of Greek-speaking people migrated from lands in the north. They settled on the
mainland of Greece.
14
History For Kids - "Greek Environment" http://www.historyforkids.org/learn/greeks/environment/
On the mainland of Greece, there are mountain ranges that divide the land. The mountains were good for raising
sheep and goats, but the land was not good for farming. It was too steep and rocky. The small amount of fertile
land was in the lowlands of the valleys and plains. The mountains were barriers between these areas and a unified
country didn’t develop. Instead, there were a number of areas that formed city-states.
The seas brought these people into contact with a bigger world! Many Greeks became skilled sailors and merchants.
Greek trading and fishing ships crisscrossed the Mediterranean Sea, the Aegean Sea, and the Ionian Sea.
15
Trading stations played an important role for Greek culture. Greek goods such as pottery, olive oil, wine, and
vessels made of bronze, silver, and gold were made by Greek craftsmen. Because of Greece’s location, maritime
trade routes allowed people from all over the known world to bring their goods to trade with the various Greek
city-states and outposts. Greek items and Greek ideas and believes spread throughout the area.
Additional information regarding the geography of Greece
Focus Question: How did the geography of the Mediterranean and surrounding areas influence the Greek outlook
on the world?
Geography and Trade
TABLE 1.1:
*
Athens, in southeastern Greece, is the capital and largest city in the country. Situated on the Attic plain, it is
surrounded by mountains on three sides, and is served by the port of Piraeus 8 km to the southwest.
Imagine that you live in a land where you are rarely more than 60 km from the sea. Maybe you live on the coast,
or even on an island. Water is everywhere. Most likely boats would be the central means of travel. For the Greeks,
16
this often meant that travel, trade, visiting, and war were common. All of these things brought different people in
contact with each other, and through this contact they exchanged ideas and customs.
This is known as cultural exchange . (It is interesting to note, however, that Sparta didn’t want their people to be
influenced by others—therefore they didn’t allow trade with people from other places.)
An Interesting Article Detailing the Influence of Trade on Art
See standard 7.26 to learn how geography influenced the development of trade in Athens and Sparta
For further background, see Troy , an educational website from the University of Cincinnati.
Survive or Not presents a simulation of how ancient societies conducted trade to order to their basic needs.
TABLE 1.2:
figure*
Depiction of a Greek trireme
Naval Power
Athens possessed the strongest navy in the world and this power helped to create a powerful state and a maritime
empire based on trade and commerce, and democracy in Athens. The trireme was a fast ship that enabled control of
the sea.
For more, see The Athenian Navy
Trade
Each community in Ancient Greece was able to be self-sufficient and grow its own food. Therefore, usually only
specialized items were traded.
The invention of the standardized coin made trade easier and also more advanced—it is said to have moved Greece
out of the Dark Ages.
Because of its location and the natural harbors that it possessed, Greece was able to conduct trade with all of the
major civilizations that flourished around the Mediterranean. They could trade with the Phoenicians, Babylonians,
Egyptians, Carthaginians, and Gauls. Also, many commodities were traded from inland Germanic cultures to the
north.
Click here for an encyclopedic link about Greek Trade.
TABLE 1.3:
Greeks Imported ................... Greeks Exported ...................
Wheat Olive Oil
Spices Wine
Papyrus Pottery
Metal Marble
Ship Building materials such as . timber, linen, pitch Silver
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Click here for a comparison of Greek and Egyptian Trade

A short video explaining Ancient Greece’s utilization of the sea for trade
A detailed article about the Importance of trade in Greece
Free Powerpoints about Ancient Greece (the Quiz PPT format: Ancient Greece was located on a peninsula is
especially helpful in understanding trade, money, and colonial expansion in Ancient Greece)
Colonial expansion
The Greeks expanded and set up different colonies for 2 reasons:Because of Greece’s coastal location, cultural
influences expanded between civilizations.
1. First, they needed to set up new city-states when old ones became too big or when they needed to find new
land to grow crops.
2. Second, colonial expansion became an important way to expand their region of influence.
Expanding Cultural Influence
TABLE 1.4:
figure*
Ancient Greek Jewelry, 300 BCE
Ancient Greek Colonization and Trade and their Influence on Greek Art from the Metropolitan Museum of Art.
18
When a city-state became too big for its resources (i.e., when there were too many people for the amount of food
they had), a group of families would leave and establish a new city-state. The new city-state, however, maintained
connection and loyalty to the original city-state. In this way, the original city-state could make sure that their culture,
religion, and way of life was maintained.
Other Resources
While the Greeks were always looking outward and thinking of exploring, their geographic location also made them
accessible from the outside.
• Sometimes this left them vulnerable, like when the Persians attacked.
• At other times they benefited greatly from it, like when they came in contact with the Phoenicians who
introduced them to the alphabet.
• The Greeks adapted the alphabet for their own use
Overview of Ancient Greek economy as well as book for different ages of students to read to learn more
Lesson from Plan National Geographic : Using Geography to learn about the World: How geography impacted daily
life, warfare and trade in Ancient Greece
TABLE 1.5:
figure*
Current Map of Southern Europe- Expressing the Location of Greece
19
Standard 6.47 Lesson: Trace the transition from tyranny and oligarchy to early democratic forms of govern-
ment and back to dictatorship in ancient Greece, including the significance of the development of the idea of
citizenship.
Click Here to view A Step Back In Time PowerPoint
Click Here to view The Birthplace of Civilization PowerPoint
Click Here to view The Rise of Democracy PowerPoint
The Four Forms of Government in Ancient Greece
http://www.bing.com/videos/searchq=+ancient+greek+monarchy&FORM=HDRSC3#view=detail&mid=44ACC9B1D0C
Also look at www.kidspast.com !!

20
Monarchy
A monarchy is a form of government in which the ruling power is in the hands of a single leader. Most monarchies
have been ruled by kings — and often those kings had a group of advisors — but final is decisions related to ruling
came down to the beliefs of the king - or queen. In fact, the word monarchy is Greek for monos - meaning single
and arkheim - meaning rule.
The Mycenaeans (my-sih-NEE-inz), who ruled ancient Greece from 2000 BC/BCE to 1100 BC/BCE, were war-like
people who selected monarchies to rule their lands. The king of each city-state lived in fantastic palaces in the capital
city of their city-state. Outside of the city were villages with people who obeyed the king, paid taxes, and depended
on the king to defend them in case of attack. He was usually the ruler for his entire life and then his oldest son —
the prince—-succeeded him as ruler. If there was no male successor, the king’s military advisors usually battled it
out to see who become the new monarch. Over time, the Mycenaeans were conquered by a group of people from
the north called Dorians. Monarchy soon disappeared in Greece and it was replaced by a new type of government
called an oligarchy.
Oligarchy
History For Kids - "The Oligarchy" http://www.historyforkids.org/learn/government/oligarchy.htm
21
An oligarchy (OH-lih-gar-kee) is a form of government when a few leaders have the ruling power. The word oli-
garchy comes from the Greek terms oligarchy - means “few” - and arkhein - meaning "rule.”
Between 1100 and 800 BC/BCE, small groups of people began to share the power in several Greek city-states.
This political power was shared among aristocrats, who inherited wealth and power from their families or from a
king. Like monarchs, oligarchs usually had luxurious lives and had military support for their rule. Citizens did have
certain protections in an oligarchy. They were protected with military support, but did not have full political rights
such as voting.
Over time, oligarchies did disappear in Greece. some oligarchies were harsh and the citizens overthrew them. In
Athens, there were concerns with a lack of food and increased peasant population. By 400 BC/BCE, the city-state
of Sparta had the only stable oligarchy.
Tyranny
History For Kids - "Tyranny"
22
FIGURE 1.2
This vase depicts the tyranny in Athens.
A tyranny (pronounced TIH-rah-nee) is a form of government in which the ruling power is in the hands of an
individual who has taken control of the government by illegal means. The word tyranny comes from the Greek word
tyranos, which means “usurper with supreme power.” Over a period of time, this person may hold on to power by
cruel and abusive ways.
Tyrannies in Greece first arose during the mid 600s BC/BCE. In many city-states, a growing middle class had found
new wealth and the ruling oligarchies refused to give them a say in the government. Individuals - often former
military leaders - seized the power from the ruling groups. Once in power, these tyrants changed the laws and gave
citizens a say in the government. Citizens often gave gifts to the tyrants, and the tyrants became quite wealthy.
Some tyrants didn’t rule for a long period of time. Often, they became harsh and greedy and were overthrown by
the people. The last tyrant who ruled in Athens - Hippias (HIP-ee-yuss), was forced to resign and leave Greece. The
new government - with citizens sharing in the decision making - replaced him.
23
Democracy
"Democracy" from History For Kids http://www.historyforkids.org/learn/government/democracy.htm
This is a clip of information regarding Athenian democracy.
http://www.bing.com/videos/search?q=arthenian+democracy&FORM=HDRSC3#view=detail&mid=67CB16407479F04D
Athens - the Birthplace of Democracy
History For Kids - Athens http://www.historyforkids.org/learn/greeks/government/athens.htm
http://www.bing.com/videos/searchq=democracy+in+athens&qs=n&form=QBVR&pq=democracy+in+athens&sc=8-18&
A democracy is a form of government in which the ruling power is with the citizens. The word democracy comes
from the Greek terms - demos ( meaning people) and kratos (meaning “power”).
Democracy developed in ancient Greece around 500 BC/BCE in the city-state of Athens. In 508 BC/BCE, a leader
named Cleisthenes started the government reform known as democracy. The main governing body of the Athenian
democracy was the Citizen Assembly.
Ancient Athens - Democracy
https://www.youtube.com/watch?v=3o7yl5zILV0
The assembly was open to all adult male citizens. While it was open to up to 40,000 men, only about 5,000 usually
attended. Both rich and poor men could be in the assembly. It met about 40 times a year to revise laws, discuss
foreign policies, and discuss the jobs of the public officials. Assembly members came to all of their decisions through
public debate and vote. A smaller group, know as the Council of 500, was responsible for the day-to-day running of
the state. This body was chosen by lottery, proposed new laws and enforced the Assembly’s decisions.
In Athenian democracy, no public official had much individual power. There was no president. However, in wartime,
there was a group of generals who made decisions regarding military matters. All government citizens served on
juries and were paid for their services. Both poor and rich male citizens were able to fully participate in the Athenian
democracy.
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Citizenship was encouraged in Athenian democracy. It gives the citizens rights and responsibilities. Most other
places in the ancient world, people were either subjects or the ruler. In positive contrast, Athenian democracy gave
people the power to help make the decisions for their government.
The Fall of Athenian Democracy
YouTube - Thermopylae 480 BC

https://www.youtube.com/watch?v=8ew4qCi--QY
YouTube - History Turning Points 480 BC - Battle of Salamis
https://www.youtube.com/watch?v=IVmYxlxaZAM
The Persian army did attack Athens during what was known as the Persian War. During a very famous battle, the
Greeks were terribly outnumbered by the Persians. BUT, the the Greeks were outstanding warriors and Athens had
an incredible navy - with tiny speedy ships. Those ships were easy to maneuver plus the Spartan army was terrifying.
During this war, the Persians attacked many times but at the Battle of Salamis, the Athenian navy defected the
powerful Persian forces. The Persian leader, Xerxes - who had burned Athens - had a throne placed on a hill to
watch the naval battle in the Strait of Salamis. When the larger and slower Persian ships filled the narrow strait, the
Greeks attacked. They attacked and rammed the Persian ships and destroyed them. By nightfall, 200 Persians ships
had been destroyed and Xerxes and his Persian fighting force - what was left of it - returned home.
Enjoy John Green and his Crash Course of the Persians and the Greeks!!
https://www.youtube.com/watch?v=Q-mkVSasZIM
Now, what happens next really brought the downfall of Athens. After the defeat of the Persians, the Greeks formed
a league called the Delian League. The Greek city-states formed a league for protection should anyone attack them
again. The league at about 200 members - each a city-state in Ancient Greece. They put money into a shared fund
to have in case of war. Athens put itself in charge of the money AND was able to collect 1/60th of the money for
itself! That fund grew to be very large. Pericles was their leader and led Athens through this period of prosperity.
25
At some point during this time, Athens and Sparta had a fuss with each other and that led to a huge quarrel that led
to a 25 year war called the Peloponnesian War.
During this war, Athens had terrible luck – with a plague and more than 12 of the city’s population dieing, to famines,
etc. Finally in April of 404 BC/BCE, Athens surrendered to Sparta and the rest of the league. While Sparta did allow
Athens to have their own government, Athens never reached the power of before.
26
A new leader from Macedonia named Philip defeated the combined army of Athens and Thebes. Democracy in
Athens had come to an end. And, Philip and his son Alexander the Great became the leaders of their new empire.
27
Standard 6.48 Lesson: Explain how the development of democratic political concepts in Ancient Greece led
to the origins of direct Democracy and representative Democracy, including: *the ’polis’ or city-state, *civic
participation and voting rights, *legislative bodies, *constitutional writing, *rule of law.
Click Here to view the PowerPoint on The Legacy of Ancient Greece
Click Here to view the PowerPoint on The City-States of Ancient Greece
Democracy Is Born
Brain Pop - Democracy - Paid by Tullahoma City School use only: http://www.brainpop.com/socialstudies/worldhistory/de
28
Pericles was such a great, influential ruler of Athens that the period of history during his reign has been dubbed the
Age of Pericles.
The men wearing red paint were in big trouble. . . ...
In fact, they would probably have to pay a fine for not appearing at the assembly meeting. After being caught
shirking their duty as citizens of Athens, they had been marked with red paint as punishment.
In Athenian democracy, every citizen was required to participate or suffer punishment. This practice stands in stark
contrast to modern democratic governments in which citizens can choose whether or not they wish to participate. In
Athenian democracy, all citizens pulled their weight.
Not everyone in Athens was considered a citizen. Only free, adult men enjoyed the rights and responsibility of
citizenship. Only about 20 percent of the population of Athens were citizens. Women were not citizens and therefore
could not vote or have any say in the political process. They were rarely permitted out in public and were even
restricted as to where they could be within their own homes. Slaves and foreigners were not citizens and also could
not participate in the democracy. In the end, democracy existed only for the free men who were originally from
Athens.
A Worthy Contribution
Nevertheless, the idea of democratic government is one of the most significant contributions of the ancient Greeks.
The city-state of Athens had one of the largest democracies in terms of population.
Early in Athens’ history (around 594 B.C.E.), a man named Solon .....
More Information ...
In English, the word "solon" means "a wise and skillful lawgiver." enacted reforms that helped reduce the growing
gap between the rich and the poor. Poor citizens gained the right to sit in the assembly and to vote.
29
FIGURE 1.3
Croesus shows his treasures to Solon
in this 17th-century painting. Solon has
been called one of the Seven Wise Men
of Greece.
Later, Cleisthenes expanded the democracy by giving every citizen equal rights. He also created a legislative body
whose members were picked randomly from the general population of citizens.
Under the tyrant Draco, justice in ancient Athens was pretty harsh. Although he was the first person to write down
the laws of Athens, according to Plutarch, Draco, "wrote his laws in blood, not ink."
Typically, the citizens of Athens would gather in the agora when there was an assembly meeting. The agora, a fixture
of every major Greek city-state, was a large open space in the middle of the city-state that contained a marketplace
as well as government buildings. There, citizens would mingle and discuss the issues of the day before gathering for
the assembly meeting.
During the meeting, citizens were free to express their opinions and cast their votes. It was in these meetings that
people could be marked with red paint if they were not fulfilling their civic duty.
The courts, too, were usually in the agora. The jurors in court cases were very large, often numbering in the hundreds
30
and sometimes in the thousands. To be fair, Athenians wanted their juries to reflect the general population. There
were no lawyers. Each citizen was expected to make his own case.
Athenian democracy depended on every citizen fulfilling his role. All citizens were expected to vote, but they were
also expected to serve in the government if necessary. In Athens, the people governed, and the majority ruled. All
citizens had equal rights and powers.
In a city-state as small as Athens, a pure democracy was possible. As states grew larger, the notion of electing
representatives to make decisions for the public became more practical. But the idea that every citizen has a voice
important enough to be heard originated in ancient Athens.
Dr. J’s Illustrated Pericles’ Funeral Oration
Pericles’ Funeral Oration has served as a model for many other great speeches, such as Lincoln’s Gettysburg Address
and John F. Kennedy’s inaugural address. This speech was delivered at a funeral for soldiers, yet it is very optimistic.
Pericles praises his beloved city of Athens and its many accomplishments. Do you think his speech succeeds at
motivating the Athenians and giving them hope for the future?
Government in Classical Greece: 515 to 450 B.C.E.
Athens was not always a democracy. It actually moved through four distinct forms of government — monarchy,
oligarchy, tyranny, and finally an early form of democracy. Several leaders were involved in this political transfor-
mation, and each of them is remembered for their particular contributions.
Slavery in Ancient Greece
Some propose that the reason Greece was so culturally advanced is because they had such a large slave population,
which allowed the upper-class Greeks to pursue the finer things in life.
The Greeks: Crucible of Civilization
PBS presents a beautifully designed website on ancient Athens. Be whirled back in time while checking out cool
animation. Interactive maps let you zoom right into the center of Athens. This awesome site describes the great
Athenian lawmakers and politicians in detail. And don’t miss the "speak like an ancient Greek" section.
Citizenship in Athens
Brain Pop - Citizenship –subscription paid for Tullahoma City School use only
http://www.brainpop.com/socialstudies/usgovernmentandlaw/citizenship/
Don’t forget. . . . www.kidspast.com !!
31
City-States
History For Kids - "City States" http://www.historyforkids.org/learn/government/polis.htm
Athens and Sparta were two of the most powerful and influential city-states in Greece. All of the city-states were
different and important in their own way. City-states formed usually because of the rugged land that separated
regions for one another. All Greeks were proud to be Greeks, but more proud of their city-state!
Even though the ancient Greeks spoke the same language - Greek, and they shared the same gods, they were citizens
of their hometown!! Each city-state had their own laws and customs and just different ways of believing and doing
things. Like previously stated, Ancient Greeks were very loyal to their city-state!
32
Within these city-states, there were three main forms of government - Monarchy, Oligarchy, and
Democracy.
1. Monarchy - a single ruler like a king

2. Oligarchy - a government ruled by a small group
3. Democracy - a government ruled by the people or assembly - or elected leaders.
Democracy in ancient Athens was a direct democracy at first. That means that EVERY citizen could vote on the
laws. Athens did have certain officials who ran the government and made the laws, but they were chosen by a lottery
from the pool of male citizens. Every citizen had a chance - no matter if they were rich or poor. Citizens were male
men. At different times, other items were considered to become a citizen. Only citizens could vote.
In the Athenian democracy, they had three main bodies of government: the Assembly, the Council of 500,
and the Courts.
The Assembly included all citizens who showed up to vote. Everyone who was a citizen could participate as part
of the Assembly. The Assembly would decide on new laws and other important decisions. The Council of the 500
met at the Bouleuterion in Athens. (ruins are pictured below).
33
The Council of 500 oversaw much of the day to day running of the government. The members of the Council was
determined by a lottery. If your name was chosen to be on the Council of 500, your term would be for one year.
The Courts handled lawsuits and trials. The courts had juries to help make the decisions. For private lawsuits, the
jury was at least 201 people and for public lawsuits, the jury was at least 501 people!
Direct and Indirect Democracy
There are two types of democracy - direct and indirect.

A Direct Democracy has the citizens — all of them— vote to make their rules and laws. An indirect or representative
democracy is a government in which the people ELECT people to make the rules and the laws for the people.
We, in the United States, have a democracy, but it is a representative democracy. We elect representatives to make
the laws for us at the state – in Nashville – or at the federal – Washington D.C. — level. People in Athens had a
direct democracy. As a reminder, that means that every citizen could gather in one place and discuss the issues.
Every citizen was expected to vote on every law brought before the Assembly. Sometimes direct democracy is
called “Athenian democracy” because it is so similar with the democracy in Athens.
Although every citizen could vote in Athens, not every person who lived there was a citizen. Only FREE men who
were OVER the age of 18, BORN in Athens could be citizens and vote. Women, slaves, and men born outside of of
the city-state could not participate in Athenian democracy.
Both Athens and Sparta had Constitutions that they followed. The Athenian Constitution, or at least one Constitu-
tion, was written by Aristotle and some of his students. Aristotle was a philosopher and teacher of Ancient Athens.
Not all of the Constitution has survived but it does trace the progression of Athenian rulers and the constitutional
reforms that they made. The Spartan constitution mixed the types of government to include 28 men who were over
the age of 60 and held office for life – they were called the Council of Elders. Different classes of Spartans were
listed - from the highest - Two Kings to the lowest who were the Helots.
Rule of Law in Greece
Each city-state had their laws. As we have learned, Athens was a direct democracy and our country has borrowed
some of the laws from ancient times.
34
If you were accused of a crime, you could have another citizen plead your case in court. This wasn’t a lawyer, but
just a person to help you. If you had something stolen from you and you accused someone of the crime – you could
get NOTHING more back than what was taken from you.
Athens also had ostracism of people they didn’t like or felt were not in the best interest of Athens. By a vote of the
Assembly, a person could be banished - or sent away - from Athens for 10 years!! After the 10 years, that person
could return.
Athens had a court system with judges and juries. After the decisions were made, there was no appeal on the case
in Athens! The Greeks had laws about property and trademarks and had business contracts that were bound by the
law. Greeks made a difference between premeditated murder and accidental killing. Murderers were put to death
or given permanent exile. The punishment for an accidental killing was not so harsh.
Additional Information for
Standard 6.49 Lesson: www.resourcesforhistoryteachers.wikispaces.com
Explain how the development of democratic political concepts in ancient Greece lead to the origins of direct
Democracy and representative Democracy.
Explain why the government of ancient Athens is considered the beginning of democracy and explain the
democratic political concepts developed in ancient Greece.
This page discusses the origins of democracy and democratic government in ancient Greece. Topics on the
page include:
A. the “polis” or city-state

B. civic participation and voting rights
C. legislative bodies
D. constitution writing
E. rule of law
Focus Questions:
TABLE 1.6:
figure*
Pericles’ Funeral Oration

35
1. What were the main principles of Athenian Government?

2. How did the theory differ from the practice?
3. What parallels can we draw between ancient Athens and our government today? For a classic statement about
democracy, read "Pericles’ Funeral Oration" from The History of the Peloponnesian War by Thucydides.
This BBC article provides a quick comparison between the democracy of ancient Athens and modern democracies.
Visit Demos for an overview of classical Athenian democracy and access to a growing database of sources.
Visit here for great overview of Greek Democracy centered around excavated artifacts.
Visit here for a comparison between Greek civilizations and the Persian Empire. For info on city-states go to the 5
minute mark.
To see how democracy has spread and influenced the world, check out these interactive resources!
• Nobel Peace Prize Democracy Map: Which Countries in the World Are Democratic?
• Democracy Web: Comparative Studies in Freedom
• Click here to see 4,000 years of Democracy in 90 seconds
• Click here to view and interactive timeline of democracy’s development from Athens to Iraq.
For more on how democracy in Greece influenced American government.
TABLE 1.7:
*
Pnyx Hill, Athens where the Athenian Assembly met to enact legislation
A. The Athens City-State
• Athens had an estimated population of 310,000 with 67,000 free-born Athenians (33,500 men and 33,500
women), 40,000 foreigners, and 203,000 slaves.
• The Athenian statesman Solon is widely credited with beginning the transition of Athens to a direct democracy
in the late 600’s and early 500’s BCE. An account of his life and political work is provided here by the
Encyclopedia Britannica .
• The Athenian system of democracy was a direct system that did not have representatives speaking for the
people.
• All Athenian Male citizens had a voice and could participate directly in government through The Assembly
and the Council of 500 .
• The Assembly: an open forum where all Athenian citizens could participate in making governmental deci-
sions.
• The Council of 500, created by Cleisthenes, had 50 citizens from 10 tribes of Greece with 50 presidents
elected per month.
• The Council broke the monopoly that wealthy families had on Athenian government.
• Ostracism allowed all citizens to vote for one man a year to be exiled for ten years, without appeal. Functioned
like impeachment to remove unpopular figures from government
36
• Slavery was essential to the operation of the system. Those who served on the Assembly and Council had
slaves do their work while they were running the government (material based on notes provided by University
of Massachusetts student Lauren Hebert, 2/13/11).
• This handy timeline provides a framework for why and how Athenian democracy developed. The years 900
BCE to 500 BCE are especially important.
• The first seven minutes of this link provide an animated overview of the history and development of demo-
cratic government in ancient Athens.
A. The "Polis"
Our word "politics" originates from the Greek word “polis,” literally meaning "city." However, to the Ancient Greeks
the word "city" did not just mean a location; rather, it described a political entity. This reflects the Ancient Greek
notion that to be part of a city meant to be actively involved in making political decisions for that city.
Unlike ancient Mesopotamian cities, which were ruled by a monarch, Athens in the classical period was administered
as a democracy. The polis consisted of everyone in the community ( World History, William J. Duiker & Jackson J.
Spielvogel, p. 101), but with distinctions:
• Citizens with political rights (adult males; about 10 percent of the population)
• Citizens without political rights (women and children)
• Non-citizens (slaves and resident aliens)
In order for direct Athenian democracy to work, the population had to be somewhat small in size (although Athens
had a population of 250,000 by the fifth century BCE). Thus, the size of city-states allowed them to be among the
first to foster democracy.
For an interesting lesson plan idea, compare the denial of political rights to women, children, slaves and foreigners
in ancient Athens to modern-day conceptions of citizenship in our American democracy.
TABLE 1.8:
*
Cleisthenes, Father of Democracy
B. Civic Participation and Voting Rights
• An early form of democracy developed in the 5th century BC.

• Greece developed the theory of citizenship, which was unique in that it assumed the notion of legal equal-
ity—that is, people were equals regardless of wealth. In reality, however, only land owning males could vote.
Women, slaves, and foreigners were not allowed. Even so, among this elite, the expectation that each person
participate in making decisions about their city was revolutionary. It helped to equalize the privileges of the
rich and the poor, which had previously been starkly different.
37
• The Athenian Government was a direct democracy, rather than the representative democracy we have today.
Nowadays, we elect officials to represent us. Then, they drew straws to determine who officials would be.
Elections, they thought, favored the rich.
• In order for a direct democracy to work, the community must be small enough for all eligible people to
participate. The participants also must have enough time and money to take time away from their work so
they can participate. In Athens this was possible for two reasons.
• Slaves and women could pick up the slack while eligible men were taking time to participate in government.
• Eligible men were paid a small amount of money to compensate for the time they took away from work to
participate in government.
C. Legislative Bodies
• Two important components of the Greek democracy were the Assembly and the Council.
• Any eligible citizen could participate in the ASSEMBLY —this was the body that was made up of ordinary
citizens. They could voice their opinion on any issue that was brought up at public meetings, which occurred
four times a month.
• Men were selected to serve on the COUNCIL by drawing lots. These men made the decisions and served for
one month at a time.
D. Constitution Writing
TABLE 1.9:
*
Solon marble bas-relief, one of 23 reliefs of great historical lawgivers in the chamber of the U.S. House of
Representatives
The Athenian Constitution by Aristotle (350 BCE). For a comparison, see the United States Constitution.
Solon, The Lawmaker of Athens by Plutarch
E. Rule of Law
TABLE 1.10:
38
TABLE 1.10: (continued)

figure*
Kleroterion
In Athens, Jurors were picked at random from a pool of citizens eligible for jury duty. Names were selected from a
stone machine called a kleroterion . Learn more about how the machine worked here .
The basic Greek political unit was called the:
a. City
b. Olympia
c. Polis
d. Demographic

The Trojan Horse
http://www.youtube.com/watch?v=9RYGQQ_qybY
Greek Intro Show
39

40
Standard 6.49 Lesson: Compare and Contrast life in Athens and Sparta
Click Here to view the Athens vs Sparta PowerPoint
Click Here to view the Sparta Athens PowerPoint
41
Rise of City-States: Athens and Sparta
FIGURE 1.4
The Acropolis played an integral role in
Athenian life. This hilltop not only housed
the famous Parthenon, but it also included
temples, theaters, and other public build-
ings that enhanced Athenian culture.
Geography played a critical role in shaping civilizations, and this is particularly true of ancient Greece. The Greek
peninsula had two distinctive geographic features that influenced the development of Greek society. First, Greece
had easy access to water. The land contains countless scattered islands, deep harbors, and a network of small rivers.
This easy access to water meant that the Greek people might naturally become explorers and traders.
Second, Greece’s mountainous terrain led to the development of the polis (city-state), beginning about 750 B.C.E.
The high mountains made it very difficult for people to travel or communicate. Therefore, each polis developed
independently and, often, very differently from one another. Eventually, the polis became the structure by which
people organized themselves. Athens and Sparta are two good examples of city-states that contrasted greatly with
each other.
Review the short summary of History For Kids’ Athens and Sparta
http://www.historyforkids.org/learn/greeks/government/athens.htm - Athens
http://www.historyforkids.org/learn/greeks/government/spartans.htm - Sparta
and...
What was a city-state? http://www.historyforkids.org/learn/government/polis.htmhttp://www.historyforkid
s.org/learn/government/polis.htm
42
Let’s start by exploring www.kidspast.com ! Review and find out some new information about the “groovy”
Greeks!!
Also take a look at www.ducksters.com ! There are some really cool sites that are linked here!!
http://www.ducksters.com/history/ancient_greece.php
Take a review “look” at Athens:
http://www.ducksters.com/history/ancient_greek_athens.php
Brain Pop - Athens - subscription paid for Tullahoma City schools use only
http://www.brainpop.com/socialstudies/worldhistory/athens/
And then take a “look” at Sparta:
http://www.ducksters.com/history/ancient_greece/sparta.php
43
As you remember, life in the various city-states of Greece was quite different. The Greeks all spoke the same
language and they worshipped the same gods, BUT, their beliefs and daily activities. . . . and the way they viewed
the world was quite different.
The two most influential and powerful city-states were Athens and Sparta.
Read this brief lesson from www.socialstudiesforkids.com and get an idea of how these two city-states were so
different.
http://www.socialstudiesforkids.com/articles/worldhistory/athenssparta.htm
This is an overview of some of the information that follows! The two biggest rivals of ancient Greece were located
close together on the map. . . . . . . . . .but were miles apart in what they valued and how they lived their lives.
They were similar in some forms of their government. They both did have an Assembly, whose members WERE
elected by the people. Sparta was RULED by two kings, who ruled until they died or were forced out. Athens
was ruled by archons, who were elected annually. All parts of Athens’ government had leaders who were elected.
Athens is called the “birthplace of democracy.”
Spartan life was pretty simple. They focused on being good soldiers and being obedient. Spartans had slaves
called Helots. Having slaves freed up the young men from doing the household chores so they could go off to the
army! Boys left home by the age of 7 to live with the soldiers and train for their time in the Spartan army. They
usually stayed in the army till at least the age of 60. . . .or until they died. It was simple. Young boys were trained
to be warriors and young girls were trained to be the mothers of warriors. Education was not a big deal. Being a
good soldier was a big deal.
Athens was a creative and wonderful in comparison to Sparta! In Athens, boys could get a good education
and you could learn about science, math, medicine. . . .of just be a smart “thinker!” If you were a boy...young
man...whatever...you COULD be in the army or the navy, but you didn’t have to be! Girls were not involved in wars
or fighting or organized education.
Athens and Sparta were different in how they “got along” with the rest of Greece. Sparta was very content to mind
their own business and stay apart from the rest of the Greeks. They were called on when needed, to help fight - and
they were quite good at that. Athens, on the other hand, was interested in making their city-state larger and that
sometimes led to strong disagreements - war.
The architecture and art of Athens, combined with the value of education and learning, perhaps made Athens the
most famous of all of the Greek city-states.
Additional Information ....
Athens: The Think Tank
The city-state of Athens was the birthplace of many significant ideas. Ancient Athenians were a thoughtful people
who enjoyed the systematic study of subjects such as science, philosophy, and history, to name a few.
Athenians placed a heavy emphasis on the arts, architecture, and literature. The Athenians built thousands of temples
and statues that embodied their understanding of beauty. Today the term "classical" is used to describe their enduring
style of art and architecture.
44
FIGURE 1.5
Life was not easy for Athenian women.
They did not enjoy the same rights or
privileges as males, being nearly as low
as slaves in the social system.
Athenians also enjoyed a democratic form of government in which some of the people shared power.
Sparta: Military Might
Life in Sparta was vastly different from life in Athens. Located in the southern part of Greece on the Peloponnese
peninsula, the city-state of Sparta developed a militaristic society ruled by two kings and an oligarchy, or small group
that exercised political control.
Ares, the Greek god of war, was a particularly fitting patron for Sparta, which was known to be a rather warlike
society. When they weren’t fighting another city-state, Spartans were honing their military skills in preparation for
the next battle.
Early in their history, a violent and bloody slave revolt caused the Spartans to change their society. A Spartan,
Lycurgus, drafted a harsh set of laws that required total dedication to the state from its people. The laws’ goal was to
train citizens to become hardened soldiers so that they could fight off potential enemies or slave revolts. The result
45
was a rigid lifestyle unlike any seen in Greece at the time. The devotion of Spartans to developing a military state
left little time for the arts or literature.
A Spartan baby had to be hardy and healthy. To test a baby’s strength, parents would leave their child on a mountain
overnight to see if it could survive on its own until the next morning. By age seven, Spartan boys were taken from
their families and underwent severe military training. They wore uniforms at all times, ate small meals of bland
foods, exercised barefoot to toughen their feet, and were punished severely for disobedient behavior. Boys lived
away from their families in barracks until the age of 30, even after they were married. Men were expected to be
ready to serve in the army until they were 60 years old.
Women, too, were expected to be loyal and dedicated to the state. Like men, women followed a strict exercise
program and contributed actively to Spartan society. Although they were not allowed to vote, Spartan women
typically had more rights and independence than women in other Greek city-states.
Winning by Losing
The differences between Athens and Sparta eventually led to war between the two city-states. Known as the
Peloponnesian War (431-404 B.C.E.), both Sparta and Athens gathered allies and fought on and off for decades
because no single city-state was strong enough to conquer the others.
The whole of Hellas used once to carry arms, their habitations being unprotected, and their communication with
each other unsafe; indeed, to wear arms was as much a part of everyday life with them as with the barbarians. And
the fact that the people in these parts of Hellas are still living in the old way points to a time when the same mode
of life was once equally common to all. The Athenians were the first to lay aside their weapons, and to adopt an
easier and more luxurious mode of life; indeed, it is only lately that their rich old men left off the luxury of wearing
undergarments of linen, and fastening a knot of their hair with a tie of golden grasshoppers, a fashion which spread
to their Ionian kindred, and long prevailed among the old men there.Thucydides, The Peloponnesian War, (1910
translation by Richard Crawley)
With war came famine, plague, death, and misfortune. But war cannot kill ideas. Despite the eventual military
surrender of Athens, Athenian thought spread throughout the region. After temporary setbacks, these notions only
became more widely accepted and developed with the passing centuries.
Ancient Greek Wars
What caused the Persian Wars? What made Greek city-states pull together to fight such a mighty empire? When
it was over, why did Athens and Sparta fight against each other in the Peloponnesian War? Find out more about
ancient Greek wars, military strategies, and weaponry on this informative webpage from an independent researcher.
Ancient Greece: Sparta
What’s the Delian League? What does Spartan hegemony mean? When was the first and second Athenian Empire?
Find out all about the great cities of Athens, Sparta, Thebes, and the battles they fought for dominance over the
Mediterranean world. The award-winning World Civilizations website provides this excellent online class on ancient
Greece.
Ancient Greek Cities
We hear a lot about Athens and Sparta, but what were some of the other ancient Greek city-states? There was
Corinth, which was the richest commercial city of ancient Greece. Thebes is the birthplace of Hercules (whom
the Greeks called Herakles), the legendary hero. There was also Sikyon, which was very influential in painting,
sculpture, and drama. Check out reconstructions of the cities, their famous artifacts, firsthand descriptions, and each
one’s distinctive culture.
Ancient Greece: Sparta vs. Athens
Pretend your name is Poliphus, and you’re living in ancient Athens with your family. Athens and Sparta are at war.
What effect does the war have on your life? How does your family — parents, siblings, and even grandparents —
46
deal with the war? And how does a kid your age living in Sparta deal with what’s going on? Follow this fictional
journey through the Peloponnesian War from the viewpoints of both an Athenian and a Spartan family.
Index of Maps of Ancient Greek World
The University of Evansville is hosting a website created by a French scholar of Plato, Bernard Suzanne. The part
of his website presented here shows detailed maps of Greece, Athens, and the greater lands of Asia Minor and the
Mediterranean. All of the maps link to or contain concise descriptions of the ancient cities of Greece, as well as
intriguing information about the lands abroad.
Odyssey Online: Greece Home Page
Odyssey Online, creators of fascinating programs on the ancient civilizations of Egypt, Rome, Africa, and the Near
East, present a virtual tour of Greece. Beginning with the rise of Greek culture from the ashes of the Mycenaeans,
follow Odyssey through the key elements of Hellenistic culture: the lives (and deaths) of the people, and the
mythology that remains.
Additional information regarding the differences between Athens and Sparta
Compare and contrast life in Athens and Sparta.
Welcome to Athens and Sparta. . . .We are Different Yet the Same!!
TABLE 1.11:
figure*
Bronze figure of a Spartan officer. 6th - 5th century B.C
Focus Question: What were the similarities and differences between Athens and Sparta?
TABLE 1.12:
47
*
Athenian citizens, about 340 BCE
See Two Faces of Greece: Athens and Sparta retrieved February 10, 2007 from the pbs.org website. This is one
of the most informative website to compare/contrast Ancient Sparta and Ancient Athens.
The Polity of the Spartans , Xenophon, 375 BCE
The Polity of the Athenians , "The Old Oligarch," 424 BCE
If you find this material particularly fascinating, the actual video from the PBS series is currently available on
YouTube (see links below).
Part1
Part2
Part3
Part4
Part5
Part6
TABLE 1.13:
*
A picture of the Erechtheum a famous temple located on the northern acropolis of Athens, Greece. This represents
one of the ancient architectural marvels of Ancient Athens
The following is based upon the table presented on the PBS educational website, “The Greeks: Crucible of Civilization
”. Points of similarity will be highlighted in bold front while points of difference will be italicized
Sparta and Athens: A Comparative Analysis
TABLE 1.14:
48

figure*
Map of Ancient Athens
Population and Geography
Athens: Approximately 140,000.

They were influenced by the same geographical features—the water that surrounded them facilitated trade
and travel.
In addition, their strategic location facilitated trade with other regional powers.
Sparta: Approximately 100,000.
While Sparta had a similar geographic location as Athens, Sparta did not use its location to facilitate trade
and travel. While Sparta and Athens are not that far from each other, there landscapes differ greatly.
Instead, Sparta turned inward cutting itself away from the influences of other regional powers
• Besides the obvious differences in philosophies, there was a very big difference in geography that caused
these differences. Ancient Athens was situated somewhat close to the coast; it was only about five miles to the
port city of Piraeus (which became part of Athens with the building of the Long Walls), thus it was no more
than a few hours of travel from Athens to the coastline, thus greatly increasing the ability to be a trade center.
Ancient Sparta however was located at the shortest distance 40 miles from the coast, however the terrain was
somewhat rocky and there was no real straight path to the coast line. This would have greatly impeded the
ability for Sparta to become a major trading port
Government
Political Organizations
Athens Government
Typically classified as a “limited democracy.” Also considered the “birthplace of democracy .”
• Athens held the first democratic state, developed in 507 BC.

• Principally made up of elected officials:
• Council of 500 made most of the main administrative decisions
• The Assembly was open to all citizens. This body passed laws and made policy decisions.
• Although many nations throughout time have modeled their governments on the principles of Athenian Democ-
racy, it was not perfect. Only men were able to participate in the democratic assemblies, and this was only
10-20% of the population. Women, children, slaves and foreigners were not allowed to participate.
Spartan Government
Typically classified as an "oligarchy" ( rule by the few), but had elements of monarchy, democracy, and aristocracy
49
• Two kings were usually generals who commanded the major Spartan armies. While both were capable military
leaders one was usually considered the leader of the army. This was done mainly so that in times of war Sparta
would still retain a leader if the other were to die in battle. The most famous example was King Leonidas,
who famously was able to hold off the enormous Persian Army at the battle of Thermopylae.
• Five overseers (ephors) ran the day-to-day operations of Sparta. These overseers held one year terms and
were responsible for the education and conduct of all its citizens (The Essential World History, W. Duiker &
J. Spielvogel, Second Edition, 2005, p. 76)
• Council or Senate (apella) of 28 councilmen. These men had to be over 60 years old and served lifetime terms.
They acted as judges and proposed laws to the citizens’ assembly.
• All Spartan males over age 30 could join the Assembly where they could show their support/dissent by
shouting.
Athens Social Structure
Freemen constituted all male citizens, divided into numerous classes:

1. At the top, the aristocrats held large estates and made up the cavalry or captain triremes.
2. Middle ranks consisted mostly of small farmers.
3. The lowest class was the thetes who were usually urban craftsmen or rowers.
4. Metics – the people who lived outside the walls of Athens
5. Unable to own land
6. Could run industries and businesses
7. Slaves constituted the lowest class in Ancient Athens. Slaves had no rights. They constituted one fourth of the
population. Though they often held important positions such as teachers and nurses.
8. Women’s principal role in Ancient Athens was in the home. They held no rights in the Athenian democracy.
Spartan Social Structure
Society was broken up into three main classes:
1. Spartiates – the military leadership who ruled the barracks. These men served in the military and could also
vote.
2. Perioeci - the freemen in Ancient Sparta. These included: artisans, craftsmen, and merchants. While they did
serve in the army, members of this group could not vote.
3. Helots – were serfs who generally descended from people overtaken by Spartan military victories. In addition
to the conquest of land, these helots were the fruits of war. Members of this group typically gave half of their
profits to the Spartan citizens who owned the land.
TABLE 1.15:
Bronze statuette of running girl, probably from Sparta.
50
In comparison with Ancient Athens, Spartan women held a variety of rights . For example, women could own
property and engage in athletic events like the men in Ancient Sparta.
Lived by the motto of returning from battle either "With your shield or on it." What a loving wife! They would
actually tell their husbands that they needed to return alive or “laying dead on their shield!”
Language and Religion
Athens:
Same language, religion and gods as the Spartans. According to Duiker & J. Spielvogel, “religion was a civic duty
necessary for the well-being of the state.” (pg. 81)
• Polytheistic
• Zeus was the supreme leader
Sparta:
Same language, religion and gods as the Athenians. According to Duiker & J. Spielvogel, “religion was a civic duty
necessary for the well-being of the state.” (pg. 81)
• Polytheistic
• Zeus was the supreme leader
Military Strength and Cultural Values
Athens:
Strong navy and fortification

Strong belief in the democratic process
Basic site for information on Ancient Greek Warfare
Sparta:
Strong army - overwhelmed opponents in sheer military strength

Strong belief in militaristic values. Their society was built upon a structure of order and discipline.
Education
Athens:
Boys: Learned an array of subjects including reading, writing, mathematics, music, poetry, sports and gymnastics.
Girls: Females received scant formal education. Instead, these women would focus on domestic skills like weaving
and spinning.
51
Sparta:
Boys: Formal educations in the schoolhouses were not prized in Ancient Sparta. At the age of 7, boys would be
placed into state-run training centers. At 20, Spartan males entered military services where they needed to serve
until age 60 (essentially their entire lives!). Spartan men could marry at the age of 20, however they were unable to
live with their families until age 30 when they left active military service.
Girls: On the other hand, females did receive some lessons in reading and writing. In addition, they could participate
in sports.
To "experience" a Spartan boy’s education, check out this interactive game .
BBC Horrible Histories: Spartan Teacher Conference : Very funny.
Life and Arts
Athens:
• Much of what we have come to think of as the ingenuity and innovations of ancient Greece came from Athens.
It was the largest and most culturally influential city-state, and the people were known for their love of learning
and the arts, as well as great leaps forward in philosophy and science.
• Aside from being great writers and scholars, the Athenians were great architects. One of their most famous
buildings, the Pantheon, is still an architectural marvel nearly 2500 years after its inception.
Sparta:
• Spartans did not place a high value on the arts, education or architecture.
• Spartans did not trade with others because they didn’t want to be influenced by any outside cultures.
• According to Duiker Spielvogel, Spartan citizens were discouraged to study the ideas of literature, science,
and philosophy fearing that these new ideas could endanger the stability of the state (pg. 74)
Cultural Achievements and Legacy
Athens:
Left a large contribution to modern society. The arts, architecture, drama, literature, philosophy, science, medicine
and government (democracy, trial by jury) are all ideas and disciplines that had great influence in Ancient Athens.
Sparta:
Military prowess.
This is best evidenced by the fact in the difference of the modern appearance of the two cities. Athens, which
is also the capital of modern Greece, is a vibrant tourist community with great ties to its past. They still have
numerous ancient buildings at least partially standing and have numerous museums dedicated to artifacts from the
past. However when you go to Sparta, the only thing letting you know that it is actually the location of one of
the greatest military powers of the ancient world, besides the signs obviously, is the giant statue of King Leonidas
outside of a recreational facility.
Click here for an interactive comparison chart between Spartan and Athenian men and women.
Additional Notes
52
Athens and Sparta sometimes had common enemies. In 490 BC, the Persians, led by King Darius, invaded Greece.
Athens and Sparta joined with other city-states to fight the Persians. The Greeks won in a famous battle at Marathon,
however this victory at Marathon was done without the aid of the Spartan army. In 481 BC, Persia attacked again,
this time led by Xerxes, Darius’ son. Athens and Sparta again united and eventually defeated the resurgent Persians.
53
Standard 6.50 Lesson: Compare and contrast the status of women and slaves between Athens and Sparta
Click Here to view The Ancient Greece PowerPoint
Click Here to view The Athens and Sparta PowerPoint
In the Greek world, women’s rights and roles in society differed depending on the city-state in which they lived. In
Sparta, women had a larger amount of freedom than women in Athens. Maybe that was because the men were gone
fighting so much of the time – someone had to be in charge!
History For Kids - Greek Families http://www.historyforkids.org/learn/greeks/people/family.htm
The typical family in Greece had a husband, wife, and children. The man was the head of the house and had control
over his family. If the family was poor, the woman had to work in the farms or sell goods in the market place. If
the family had more wealth, the women were expected to stay at home while their husbands took part of their public
responsibilities.
In most Greek homes, the women supervised the household, supervised the slaves, kept track of the family’s money
and raised the children. Most Greek women could weave and sew and they made most or all of the family’s clothing.
54
History For Kids - Greek Clothes http://www.historyforkids.org/learn/greeks/clothing/

History For Kids - Greek Food http://www.historyforkids.org/learn/greeks/food/greekfood.htm
In Sparta,the women had more freedom and rights than in most other city-states. They could sell property and were
educated and trained in sports. A strong woman would raise strong children!
The lowest class in Greece was made up of slaves. Most slaves were prisoners of war and some were sold into
slavery by their families. If a family could not afford their children, they were often abandon and were brought up
into slavery.
History For Kids - Greek Slaves http://www.historyforkids.org/learn/greeks/people/slaves.htm
By the 500s BC/BCE, about [U+2153] of the population was in slavery. Slaves did household work, some were
teachers or tutors, some worked on farms, ships, or in the mines. The labor from slaves allowed the economy of
ancient Greece to grow tremendously.
Some slaves were treated kindly and other weren’t treated well at all. Some slaves were able to work for their
freedom and others were worked to death under very cruel conditions.
The following information has been used by permission from www.resourcesforhistoryteachers.wikispaces.com
https://resourcesforhistoryteachers.wikispaces.com/7.28
Describe the status of women and the functions of slaves in ancient Athens.
TABLE 1.16:
figure*
Archaeological Museum, Athens - Roman head of a woman- Photo by Giovanni Dall’Orto
Focus Question: What was the status of women and slaves in ancient Athens and how did they live their lives?
TABLE 1.17:
55

figure*
Amazon wearing trousers and carrying a shield with an attached patterned cloth and a quiver. Attic white-ground
alabastron, ca. 470 BC. © Marie-Lan Nguyen / Wikimedia Commons
In Ancient Greece, only adult, non-slave, native males (not foreigners) had the right to vote and participate in
government. Education and sporting events were also largely reserved for this group—which, by the way, only
comprised 10-20% of the population. Needless to say, this group formed the dominant culture of Ancient Greece.
Because most women and slaves were not literate, they could not write their own stories. We do know some about
their lives from the writings of educated men and from art. Much of the information we do have is from Athens and
Sparta — it is interesting to see the differences in the lives of women in the two city-states.
Women
. . . in Athens:
56
Woman from Athens suburbs by Stackelberg
• Most Athenian philosophers, who were very influential in their time, thought that women had strong emotions
and weak minds. (Plato did not, however, hold this view—it is also interesting to think about the disparity
between the power of Goddesses and the powerlessness of mortal females.)
• Women in Ancient Athens were not allowed to own major property—in fact, all she was allowed to own were
her clothes, jewelry, and personal slave(s). She could buy some cheap items, but for the most part did not have
access to money.
• Elite men in Athens saw non-slave women either as wives or potential wives. This is indicative that women
were valued for their function in society rather than their individuality.
• Women usually married shortly after puberty—their husbands were often about 20 years older than they were.
• Each elite Athenian woman had a Guardian (called a kyrios)—this was either her husband or closest male
relative. He was assigned to protect her and make decisions regarding her life.
• Wives spent most of their time in the home. Women sometimes gathered with other women for religious
ceremonies. They also left the house for occasions such as funerals.
• The wife’s’ role was simply to produce and rear children and run the home.
• Priestesses were needed for religious ceremonies. Although they remained unmarried they still had a high
status and were well respected.
. . . in Sparta:
57
Spartan Woman
• Women in Sparta could own property—they may have actually owned 1/3 of Sparta.
• Women could inherit wealth, although probably did not inherit as much as their male counterparts.
• Spartan women, like the men, were bold and powerful. They participated in sports.
• While Spartan women had some influence in politics, it remained largely the domain of men.
• Spartan women, like their Athenian counterparts, held the responsibility of producing offspring. This pressure
may have been even stronger in Sparta, since any “imperfect” baby was left to die.
• Spartan girls had more access to arts and education.
• Spartan girls did not have to marry as young as Athenians did, and their husbands were closer in age to them.
• Women only raised their sons until the age of seven—after that their sons went off to rigorous military training.
(Note—the above comments are relevant only to non-slave women)

Book: Women and Politics in Ancient Rome, Richard A. Bauman
Slaves
TABLE 1.18:
58

figure*
4th century BC funerary relief for a woman, who is greeting her son. Between them, a female slave.
"The modern term that is used to refer to the type of slavery found in ancient Athens (and in most other Greek poleis)
is ’chattel slavery’. . . That is, Athenian slaves were the living property of their owners; they could be sold at will
or they could be beaten and branded and forced to work for their owners like an ox. . . .a slave was considered to be
inherently inferior in character to his citizen/owner" (quoted in Ancient Greek Civilization , David Sansone, Second
Edition, Wiley-Blackwell, 2009, p. 131).
• About a quarter to one third of those living in Athens were slaves

• Slaves in Athens are known to be treated much different than one would expect. In fact, "one of the criticisms of Athens w
. Nonetheless, they were still under the power of someone else.
• Enslaved people were not allowed to be citizens, regardless of gender.
• Slavery was thought of as a normal part of life in Ancient Greece.
• Slaves outnumbered adult male citizens in Athens, perhaps by a large number ( Ancient Greek Civilization ,
David Sansone, Second Edition, Wiley-Blackwell, 2009, p. 132).
• On average, most slaves were expected to complete 250 jobs in one day. If these jobs were not completed by
the end of the day, the master often times would whip them
• The life of a slave varied depending on their type of work. Domestic slaves, which were usually women, could
be part of the family, while other slaves who work as war ship rowers face dangerous conditions.
• Slavery was different than in the sense that it was not based on the subjugation of an entire people. It was not
racially or ethnically based.
Reasons for enslavement:
• If they were on the losing side of a war.

• Captured while traveling
• Born into slavery
• Abandoned at birth, and claimed by anyone who wanted it
• If a family was in need of money, a child could be sold into slavery
Types of Slaves:
Public Slaves: Slaves that were owned by the government
• Their jobs included scribes, accountants, prison attendants, executioners, clerks, and secretaries
• Some slaves who were owned by the state were used as "police" by the government
59
• Enslaved people could also have the role of attending a certain woman or other important person
Private Slaves: Slaves that were owned by an individual
• Their jobs included household chores such as maids, messengers, and teachers
• Others worked in the fields
• Many domestic slaves were so close with the family that they served, some were almost considered part of the
family. Many domestic slaves had an opportunity to buy their own freedom.
• Particularly in Sparta, slaves were responsible for nearly all the agricultural work
Sources:
Thompson, James C. (2005). Women Athens. Retrieved February 14, 2007, from Women in the Ancient World Web
site: http://www.womenintheancientworld.com/women%20in%20ancient%20greece.htm
Thompson, James C. (James). Women in Sparta. Retrieved February 14, 2007, from Women in the Ancient World
Web site: http://www.womenintheancientworld.com/women%20in%20sparta.htm
New images obtained from Wikimedia Commons on 14 June 2011.
Contributions to https://resourcesforhistoryteachers.wikispaces.com/ are licensed under a Creative Commons Attribution Share-
.
60
Standard 6.51 Lesson: Analyze the Causes, Course, and Consequences of the Persian Wars.
Click Here to view The Persian War PowerPoint
First — lets enjoy John Green and Crash Course World History – The Persians and the Greeks!
https://www.youtube.com/watch?v=Q-mkVSasZIM
Another teacher has done this one. . . . . . .

https://www.youtube.com/watch?v=-NrmfX9FLBo
Analyze the causes, course, and consequences of the Persian Wars, including the origins of marathons.
61
Focus Question: What were the causes of the Persian Wars and how did they affect the Greeks’ concept of
themselves?
This page details the course of the 13 year-long Persian Wars between Greece and Persia in various multime-
dia formats. The page also provides notes on the origin of modern marathons, an event celebrated in athletics
at the Olympic Games over four years.
Horrible Histories - Battle of Thermopylae
https://www.youtube.com/watch?v=ViDX-ZXqdfM&list=PL3C68F3972154A8E9
TABLE 1.19:
figure*
Greek Soldiers
History For Kids - Greek Warfare http://www.historyforkids.org/learn/greeks/war/

History For Kids - Greek Warships http://www.historyforkids.org/learn/greeks/science/sailing/warships.htm
History For Kids -Greek Boats and Ships http://www.historyforkids.org/learn/greeks/science/sailing/boats

.htm
and...finally :)
History For Kids - The Persian War http://www.historyforkids.org/learn/greeks/history/ionianrevolt.htm
The Persian Wars were fought between Greece and Persia from 492-479 BC. Greece, up until this point, was merely
a collection of city states without a strong, collective identity. This means that they did not really see themselves
as “Greece,” rather, they saw themselves as Athens, Sparta, and so on. But the Persian wars helped to bring them
together, helped them form a Greek identity, and defined Greek culture. Here are a few important concepts:
• The Persian wars brought different city states together (because they had to work together to fight, which in
turn helped them see what they had in common with each other.)
• For the Greeks, the experience of coming into contact with people who were different from them helped them
to form their own identity.
• The Greeks felt great pride in their victories against such a great empire. The Persian Wars helped to perpetuate
and inspire the growth of Greek culture. They influenced scholarship and theater. For example, the wars were
the subject of what is considered the first written history by Herodotus and themes of morality and war also
appeared in theater.
Web-based activities about the Persian Wars , including an interactive map of the battlefield of Plataea, maintained
by the British Museum.
From the History Channel, watch “Thermopylae 480 BC: https://www.youtube.com/watch?v=8ew4qCi--QY
62
Causes of the Persian Wars
History For Kids - The Battle of Marathon http://www.historyforkids.org/learn/greeks/history/marathon.

htm
At the end of the 6th century B.C.E., Athens and Sparta had some minor conflicts with Lydia and Sardis, which were
under the control of the Persian empire. As often happens, Persia wanted revenge and attacked Athens. This attack
happened at Marathon in 490 B.C.E under King Darius, and it is considered the most famous battle of the Persian
Wars. Greece won, but if it hadn’t it could have been colonized by Persia.
The Battle of Marathon was hugely significant for Greece. But Persia, because it was such an enormous empire,
considered it a small loss. Persia did seek revenge 9 years later under the new leadership of Xerxes in 481 B.C.E.
63
Statue of King Leonidas
• Athens was prepared for the attack because they spent many years building up their navy, and they were again
victorious against Persia.
• The Battle of Thermopylae was another important moment in the course of the Persian Wars. In this battle,
King Leonidas of Sparta faced off against the Persian Army of several hundred thousand with his original
Royal Bodyguard of 300, and was supplemented along the way with anywhere from 4-8,000 additional troops
before facing the Persians, though estimates usually sit at about 7,000.
• The last battle of the Persian Wars was in 479 BC. In this battle, the Spartan king Pausanias led Greece against
remaining Persians in the area. Most significant in this battle was the killing of Mardonius, a leader of the
Persian army.
Ancient Greek plays, oral histories, and texts by ancient Greek and Roman historians are important primary sources
for Greek history. An archive of some texts pertaining to the Persian Wars can be found here.
Click here for The History of Herodotus (440 BCE)
300 Spartans at the Battle of Thermopylae: Herodotus’ Real History is a lesson plan on the ways the battle has been
reported from different perspectives.
Gorgo, the Queen of Sparta, is one of the only women mentioned in Herodotus’s account of the Persian Wars.
64
"Whatever her looks, Gorgo was the quintessential Spartan woman in spirit. She was educated, self-confident,
out-spoken and involved in the body politic. She was neither vain nor materialistic. She showed Spartan scorn of
affectation when she thought Aristagoras had no hands because he let a slave dress him, and when she accused an
elegantly dressed man of not being able to play even a female role."
Grand Admiral Artemisia of the Persian Navy This site contains the history of Artemisia, selections from Herodotus,
and maps of the Persian Wars. There are some questionable visuals and commentary.
The History of Marathons
TABLE 1.20:
figure*
Statue of Pheidippides along the Marathon Road
The marathons that we know today have their origins in the Battle of Marathon. Marathons are based on the famous
run of a messenger named Pheidippides.
It is said that he ran from the battlefield of Marathon to Athens, supposedly running into the god Pan on his way
back to announce Greek victory. He then ran to Sparta to ask for help and ran all the way back. There is also a story
that he collapsed and died after the conclusion of his journey, though this is not supported by any ancient source.
This long journey inspired the marathon in 1896 in the first Olympics in Athens. Marathons as we know them have
been around since.
Timeline:
• Persian Wars—492-479 BCE

• Battle of Marathon—490 BCE
65
• Xerxes in Power—486-465 BCE

• Xerxis attacked Greece—481 BCE
• Mardonius killed/Greek victory—479 BCE
Sources:
Hooker, Richard (1996). The Persian Wars. Retrieved March 24, 2007, from Washington State University Web site:
http://www.wsu.edu/~dee/GREECE/PERSIAN.HTM
Martin, Thomas R. (Date Unknown). Clash Between Greeks and Persians: The Beginning of the Persain Wars. Re-
trieved March 24, 2007, from The Perseus Digital Library Web site: http://www.perseus.tufts.edu/cgi-bin//ptext?doc=Perseus%3A
Apostolos Greek Tours, (Updated March 26th 2007). Athens Marathon. Retrieved March 26, 2007, from Athens
Marathon Web site: http://www.athensmarathon.com/marathon/history.html
Papakyriakou, Ellen, (Updated October 15th 2011). "Ancient Greek Cities." Retrieved February 5th, 2011 from web
site: http://www.sikyon.com/index.html
Schrader, Helena, (Updated May 2011). "The Wife of Leonidas" Retrieved February 6th, 2011 from web site: http
://sparta-leonidas-gorgo.com/gorgo.html
Seigel, Janice. "Dr. J’s illustrated Persian Wars". Retrieved February 9th 2013 from web site: http://people.hsc.ed
u/drjclassics/lectures/history/PersianWars/persianwars.shtm
Spartan Combat Arts Page, "The Persian War and the Battle of Marathon". Retrieved February 9th 2013 from web
site.
Contributions to https://resourcesforhistoryteachers.wikispaces.com/ are licensed under a Creative Commons Attribution Share-A
.
66
Standard 6.52 Lesson: Analyze the causes, course, and consequences of the Peloponnesian Wars Between
Athens and Sparta
Click Here to view the PowerPoint on The Peloponnesian War 431-404 BCE
Click Here to view The Peloponnesian War PowerPoint
From www.kidspast.com please review this standard!

http://www.kidspast.com/world-history/0070-peloponnesian war.php
And. . . The Peloponnesian War and Thucydides
https://www.youtube.com/watch?v=uFXJWkEvNgk
And...one more made by a smart student...just like you!!
https://www.youtube.com/watch?v=37kcx_xncOY
Focus Question: What were the causes, course, and consequences of the Peloponnesian Wars between Athens
and Sparta?
TABLE 1.21:
figure*
City-state alliances during Peloponnesian War
67
Pre-Conflict Relationship
History For Kids - The Peloponnesian Wars http://www.historyforkids.org/learn/greeks/history/peloponne

sian.htm
www.socialstudiesforkids.com – The Peloponnesian Wars http://www.socialstudiesforkids.com/wwww/wor
ld/peloponnesiandef.htm
The Peloponnesian Wars were a series of military conflicts in Ancient Greece between Sparta and Athens between
431-404 BC.
• Sparta and Athens were the two major city-states (independent cities) in Ancient Greece.
• Approximately 40 years prior to conflict arising between the two city-states, they were united to fight Persian
imperialism.
• In 479 BC, Sparta and Athens worked together to successfully defend their land against the Persian attempt to
conquer Greece. However, after the joint defeat of the Persians they began to quarrel among themselves.
Lesson plan from PBS focusing on an Athens/Sparta comparison

Peloponnesian War to Year 413 from a course at Haverford College.
Origins of War: Rise of Athens
TABLE 1.22:
figure*
Bust of Pericles
After their conflict with the Persians, Athens developed into the most powerful city-state in Greece. Athens was the
center of Greek culture and commerce under the leadership of Perciles in what has been termed the Age of Pericles.
Pericles’ Funeral Oration in Thucydides’ History of the Peloponnesian War described why Athens was great.
Athens created an Empire in two ways. Athens took on the responsibility of defending Greece by creating the Delian
League, a military body whose purpose was to ensure security in the region. The League’s treasury was moved to
Athens. The League began to treat their members as ruled subjects rather than partners. They also started a number of
wars to force members who wanted to leave the League to rejoin it. In addition, Athens began practicing democracy.
The majority of male citizens played a role in determining policy through participating in the Assembly (Athens
political body). Democracy created a climate in which both the arts and academics flourished. Athens became the
most admired city-state in the land. Athens signed a treaty of mutual protection with Corcyra, a city-state with a
powerful navy. Sparta took this treaty as a threat. Sparta cancelled the peace treaty with Athens a year after the
treaty of mutual protection was signed. Sparta was concerned by Athens’ growing power in the region – they were
scared Athens would eventually use this power to try and control them through imperial pursuits. This motivated
68
Sparta to start military conflict with Athens.
Course of the War
The war began when Sparta repeatedly attacked Attica (land controlled by Athens) and attempted to ruin the food
supply by destroying crops. The Athenians stayed in Athens behind a protective wall. They left the fighting up to
their very strong navy, which defended the city and responded to attacks by Sparta by attacking the Peloponnese.
A few years into the early war a plague broke out in Athens, which killed around one third of the population.
Nevertheless, the Athenians continued to fight against Sparta for twenty seven years. In 404 BC, Sparta successfully
destroyed Athens’ navy and then tore down its protective wall. The defeat of the Athenian army forced Athens to
surrender and Sparta emerged from the war victorious.
TABLE 1.23:
figure*
Long Walls of Athens
TABLE 1.24:
figure*
Battles of the Peloponnesian War
Consequences
The Peloponnesian Wars changed Greek society; the war resulted in a great deal of destruction and widespread
poverty. Additionally, Athens lost its status as the most powerful Greek city-state. Neither Athens, Sparta, nor
Thebes could gain full control, resulting in the weakening of the city-state system. The war set the stage for the
conquest of Greece by the Macedonians (the people who lived in the mountains north of Greece) in 338. The
Macedonian forces were led by Philip II, Alexander the Great’s father.
The History of the Peloponnesian War by Thucydides (431 BCE)
Hellenica by Xenophon [Begins, without preface, exactly where Thucydides ends (411 BCE)]
Additional Resources:
BBC - Schools - Ancient Greece
Ancient Greece
Kidipede: History for Kids
69
History of Western Civilization

HISTORYWORLD
Duiker, W., & Spielvogel J. (2005). The Essential World History to 1400 . Belmont: Wadsworth Group / Thomson
Learning.
Duiker, Pages 76 - 77.
Duiker, Pages 76 – 77.
Duiker, Pages 76 – 77
.
70
Standard 6.53 Lesson: Explain the Rise of Alexander the Great and the Spread of the Greek Culture.
Click Here to view the PowerPoint on Alexander The Great
Click Here to view the Alexander the Great and the Hellenistic Era PowerPoint
Click Her to view the Ancient Greece Alexander the Great PowerPoint
John Green again . . . . with Crash Course World History and Alexander the Great
https://www.youtube.com/watch?v=0LsrkWDCvxg
71
Our lesson will contain information from my personal files as well as from www.resourcesforhistoryteachers.wikispaces.com
Before we start, please read this short lesson on Alexander the Great from www.ducksters.com
http://www.ducksters.com/biography/alexander_the_great.php
Standard 6.53 Lesson 2: Explain the rise of Alexander the Great and the spread of Greek Culture
72
Alexander the Great
Alexander the Great was so impressed by the Indian use of elephants in battle, that he immediately enlisted them into
his army. Elephants were particularly effective against horses, which would often bolt away in fear at the presence
of the enormous beasts.
Was Alexander the Great really great?
History For Kids - Alexander

http://www.historyforkids.org/learn/greeks/history/alexander.htm
Explore the links from www.socialstudiesforkids.org and learn more about Alexander the Great.
http://www.socialstudiesforkids.com/subjects/alexanderthegreat.htm
A great conqueror, in 13 short years he amassed the largest empire in the entire ancient world — an empire that
covered 3,000 miles. And he did this without the benefit of modern technology and weaponry. In his day, troop
movements were primarily on foot, and communications were face to face. Not bad for a kid who became the King
of Macedon at the age of 20.
Many of Alexander’s accomplishments were made possible by his father, Philip of Macedon. Macedon, which
existed roughly where the modern country of Macedonia lies today, was a kingdom located that lay geographically
north of the Greek city-states.
Alexander the Great’s tutor was the Greek philosopher Aristotle.
In 338 B.C.E., King Philip of Macedon invaded and conquered the Greek city-states. Philip took advantage of the
73
fact that the Greek city-states were divided by years of squabbling and infighting. Philip succeeded in doing what
years of fighting between city-states had not done. He united Greece.
Conquering the World
Philip’s next goal was to defeat Greece’s age-old enemy to the east: Persia. For years, the massive Persian Empire
threatened the very existence of the Greek way of life. But before he was able to pursue his second goal, Philip was
assassinated.
FIGURE 1.6
This map shows Alexander the Great’s
massive empire and the route he took to
conquer it.
When his son, Alexander, took the throne in 336 B.C.E., he vowed to complete the plans of his father. In 334 B.C.E.,
Alexander invaded Persia, which lay across the Aegean Sea in Asia Minor (modern-day Turkey).
After three grueling years of warfare and three decisive battles, Alexander smashed the Persian armies at the Tigris
River and conquered the mighty Persian Empire, including the legendary city of Babylon. For many Greeks, this
victory maked a moment of sweet revenge against a bitter foe.
At this point, at the age of 25, Alexander ruled an expansive empire. Nevertheless, his ambitions were not satisfied.
While fighting the Persians, Alexander conquered Egypt and founded a city at the mouth of the Nile River. This
city, which he named Alexandria after himself, became a cosmopolitan, diverse, bustling center of trade, the arts,
and ideas.
But Alexander was not done. He continued his campaign, driving farther east, until he reached India and the Indus
River in 326 B.C.E. At this point, his exhausted troops refused to fight further. They told Alexander that a truly great
leader knows when it is time to stop fighting.
Without the support of his army, Alexander had no choice but to turn back and begin consolidating and organizing
his far-flung empire. On his way home, Alexander died from disease in 323 B.C.E.
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FIGURE 1.7
Alexander was an amazing soldier who
led his army to conquer much of the
known world. (© 2000 by John J. Popovic,
1stMuse.com)
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Though he was an unquestionably skilled and highly respected military leader, Alexander the Great was feared by
those around him for his paranoia and dangerous temper.
Alexander in Hindsight
Alexander the Great’s legacy is both far reaching and profound. First, his father was able to unite the Greek city-
states, and Alexander destroyed the Persian Empire forever. More importantly, Alexander’s conquests spread Greek
culture, also known as Hellenism, across his empire.
In fact, Alexander’s reign marked the beginning of a new era known as the Hellenistic Age because of the powerful
influence that Greek culture had on other people. Without Alexander’s ambition, Greek ideas and culture might well
have remained confined to Greece.
Many historians see Alexander the Great in a different light. Although Alexander was both intelligent and handsome,
he also had a darker side. He possessed a ferocious temper and from time to time would arbitrarily murder close
advisors and even friends. Also, toward the end of his many campaigns, he senselessly slaughtered thousands whose
only crime was being in his way.
Was Alexander the Great really great?
Alexander the Great’s Website

This website provides a wealth of information on Alexander the Great. Essays, maps, timelines, and images abound.
Search the archive by keyword, or browse the paragraphs to find what you’re looking for.
Alexander the Great
Alexander the Great knew Homer’s Iliad by heart and slept with a copy of it under his pillow every night. He
adopted the hero Achilles as his role model, who Alexander claimed was an ancestor of his. This interesting fact
about Alexander is only one of many that you will find on this extensive webpage, which includes tons of pictures
and links to related websites.
Describe rise of Alexander the Great and the spread of Greek culture.
This page focuses on Alexander the Great and the influences of his empire and conquests on the ancient world.
Focus Question: How did Alexander the Great promote the spread of Greek culture?
For extensive background information, see Alexander the Great from Professor Skip Knox at Boise State University.
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See also material on Grade 7.24 related to the geography of Greece and the impact of Alexander the Great.
See also Alexander The Great: The "Good Sources" from Ancient Warfare Magazine and Alexander the Great
from Visual Teacher Assistant.
Read The Death of Alexander from Arrian of Nicomedia , a Roman Senator and Greek historian who wrote about
events that happened 400 years before his lifetime by assembling a wide variety of sources, now lost, in a text
known as Anabasis. In 2012, a new volume in the translation of his work was published, The Landmark Arrian:
The Campaigns of Alexander–Anabasis Alexandrou .
Alexander the Great lived from 356-323 B.C.E. and is considered one of the most successful military commanders
in history reigning from 336 BCE to the time of his death. During his early years he was personally tutored by
Aristotle, who influenced Alexander’s respect for Greek culture. He came to power at the age of twenty after the
assassination of his father Philip II.
Philip had successfully united many of the city states in Macedon, and as the next king of Macedonia, Alexander
continued his conquests. After first overthrowing and conquering the Persian Empire he annexed Anatolia, Syria,
Phoenicia, Judea, Gaza, Egypt, Bactria, Mesopotamia as well as parts of India. He additionally planned to extend
his empire to the "ends of the world."
Another successful part of Alexander’s campaign was his inclusion of foreigners in his army. His "policy of fusion"
included the encouragement of intermarriage between foreign women and his soldiers as well as the inclusion of
Persians on equal terms into his army. By including those of other cultures in his campaign, Alexander began the
spread of Greek life and culture, as evidenced by artifacts from the time period.
As a result, Alexander facilitated the merging of Greek and Middle Eastern cultures. He brought Greek culture into
all of the lands that he conquered and he encouraged its spread into Asia. Alexander the Great’s, greatest victory
was at the Battle of Gaugamela (331 B.C.E.), which is now northern Iraq.
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TABLE 1.25:
figure*
Alexander the Great at the Battle of Gaugamela
Upon being given the title of "Great King" of Persia at the age of 25, Alexander the Great for 8 yrs. spread his reign
and created an Empire which spanned across 3 continents and covered about 2 million square miles. By means of a
network of trade and commerce and united by a common Greek language and culture, Alexander the Great was able
to promote and spread the Greek culture to the areas which he conquered.
Alexander died in 323 B.C.E.. It is unclear if his death was induced because of an illness or poisoning. He died
without a successor and thus ushered in the downfall of the Macedonian Empire.
In this video historians discuss the mystery behind Alexander’s sudden death at a young age, and with the help of a
physician come up with a hypothesis that Alexander might have died from typhoid fever.
In this video, historians talk about Alexander the Great’s rise to power. The historians talk about how Alexander’s
mother, Queen Olympia played a key role in ensuring that her son achieved the throne of Macedonia after King
Philip II was assassinated.
Alexander the Great Video
Alexander the Great Rap by a 13 year-old student on YouTube.
Additional Information
Considered one of the greatest military geniuses of all time
Alexander the Great’s Empire at its height

Alexander the Great’s conquering route
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Sources
] Hackney, Adam Overview of Alexander the Great . Retrieved March 30, 2007, from Alexander the Great Web Site
Web site: http://atgspot.com/alex_web/alexfram.htm
"Alexander the Great." Macedonia FAQ . 08 Feb. 2009: http://faq.macedonia.org/history/alexander.the.great.html
[3] Alexander the Great: Alexander of Macedon Biography. Found on

http://www.youtube.com/watch?v=-0vB1pj6QYs
February 2011. http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.html .
[4] Alexander the Great. Found on 5 February 2011. http://history-world.org/alexander_the_great1.htm .
[5] Alexander the Great. Found on 5 February 2011. http://www.bbc.co.uk/history/historic_figures/alexander_the_great.shtml
[6] Alexander the Great. Found on 6 February 2012. http://www.shelterpop.com/videos-partner/learn-about-the-explorer-alexand
[7] Alexander the Great. Found on 6 February 2012. http://www.youtube.com/watch?v=-0vB1pj6QYs

[8] Map of Alexander the Great’s Empire. Found 11 February 2013. http://i.imgur.com/6P1FMpv.jpg
[9] Alexander the Great’s rise to power. Found 11 February 2013. http://www.biography.com/people/alexander-the-great-9180468
[10] Alexander the Great’s mysterious death. Found 11 February 2013. http://www.biography.com/people/alexander-the-great-91

.
Portions not contributed by visitors are Copyright 2014 Tangient LLC
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Standard 6.54 Lesson: Analyze the causes and effects of the Hellenistic Culture.
Click Here to view The Hellenistic World PowerPoint
The Hellenistic Culture began with Alexander the Great
http://www.bing.com/videos/searchq=hellenistic+culture+of+greece&FORM=HDRSC3#view=detail&mid=7107FE5F8DE33E7
Another review from YouTube regarding the Hellenistic Culture
http://www.bing.com/videos/searchq=Hellenistic+Civilization&Form=VQFRVP#view=detail&mid=DD0621A93135ED35A8B
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Powerpoint of Hellenistic Greece
https://www.youtube.com/watch?v=kUln5pzEY0w
Alexander the Great from Macedonia
https://www.youtube.com/watch?v=MQfBinQwPGs&list=PLC73531C43A106DC0
Our lesson will also be from www.kidspast.com and its sections over Alexander the Great and how he spread Greek
culture.
http://www.kidspast.com/world-history/0074-alexander-the-great.php
http://www.kidspast.com/world-history/0075-alexander-spreads-greek-culture.php
Alexander founded Greek types of cities everywhere that he went. He mixed Greek architecture and customs with
those of the regions where he conquered and this created a Hellenistic Culture.
History For Kids - The Hellenistic Period
http://www.historyforkids.org/learn/greeks/history/hellenistic.htm
The Hellenistic Period lasted from Alexander the Great’s lifetime to about 30 BC/BCE. The empire of Alexander
the Great spread from Greece to India and the Greek culture went with him. While Alexander died at the age of 33,
the world was changed because of his conquests and his influence.
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Standard 6.55 Lesson: Describe the myths and stories of Classical Greece; give examples of Greek gods,
goddesses, and heroes.
Click Here to view the Greek and Goddesses PowerPoint
Click Here to view the ‘‘Oh My Gods!” PowerPoint
Click Here to view the Gods and Goddesses of Ancient Greece PowerPoint
Click Here to view The Olympians PowerPoint
“The Trojan War” (“Tainted Love” by Soft Cell) – the real truth — the face that launched a thousand ships!)
https://www.youtube.com/watch?v=CiQ4j-D5o4o&list=PLC8ACBA72AB38CB21
Gods, Goddesses, and Heroes
FIGURE 1.8
A family portrait of the 12 Olympians. But
wait, who’s that crouching by Zeus?
The ancients Greeks were polytheistic — that is, they worshipped many gods. Their major gods and goddesses
lived at the top of Mount Olympus, the highest mountain in Greece, and myths described their lives and actions.
In myths, gods often actively intervened in the day-to-day lives of humans. Myths were used to help explain the
unknown and sometimes teach a lesson.
For example, Zeus, the king of the gods, carried his favorite weapon, the thunderbolt. When it rained and there was
thunder and lightning, the ancient Greeks believed that Zeus was venting his anger.
History For Kids - Zeus http://www.historyforkids.org/learn/greeks/religion/zeus.htm
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History For Kids - Hera http://www.historyforkids.org/learn/greeks/religion/hera.htm
Brain Pop - The Greek Gods - subscription paid by Tullahoma City Schools for their use only.
http://www.brainpop.com/socialstudies/worldhistory/greekgods/
Many stories about how the Greek gods behaved and interacted with humans are found in the works of Homer. He
created two epic poems: the Iliad , which related the events of the Trojan War, and the Odyssey , which detailed the
travels of the hero Odysseus. These two poems were passed down orally over many generations.
FIGURE 1.9
The Statue of Zeus at Olympia (recreated
above) was one of the Seven Wonders of
the Ancient World. Zeus was the ruler of
the gods, the lord of the skies, and the
father of countless deities and demigods
of the Greek pantheon. Painting © M.
Larrinaga
Read this exerpt from www.ducksters.com about the Greek Gods and Goddesses.
http://www.ducksters.com/history/ancient_greek_mythology.php
A Soap Opera from Hellas
The Greeks created gods in the image of humans; that is, their gods had many human qualities even though they
were gods. The gods constantly fought among themselves, behaved irrationally and unfairly, and were often jealous
of each other. Zeus, the king of the gods, was rarely faithful to his wife Hera. Hera plotted against Zeus and punished
his mistresses.
The Greek gods were highly emotional and behaved inconsistently and sometimes immorally. Greek religion did not
have a standard set of morals, there were no Judaic Ten Commandments. The gods, heroes, and humans of Greek
mythology were flawed.
In addition to Zeus and Hera, there were many other major and minor gods in the Greek religion. At her birth,
Athena, the goddess of wisdom, sprang directly from the head of Zeus. Hermes, who had winged feet, was the
messenger of the gods and could fly anywhere with great speed. Aphrodite, the goddess of love, was the most
beautiful being in the universe. Her brother, Ares, the god of war, was sinister, mean, and disliked. Poseidon, ruled
the sea from his underwater place and Apollo rode his chariot across the sky, bringing the sun with him.
Hades was in charge of the dead in the underworld. Almost all people went to Hades after they died whether they
were good or bad. To get there, the dead had to cross the river Styx. Charon was the name of the boatman who
ferried the souls of the dead across the river Styx to Hades.
Typically, the gods punished those who were bad. For example, Tantalus who killed his own son and served him to
the gods for dinner was sent to Hades and made forever thirsty and hungry. Although there was a pool of clear, fresh
drinking water at his feet, whenever Tantalus bent down to drink, the pool would dry up and disappear.
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FIGURE 1.10
Many Greek myths explained the myster-
ies of nature. The myth of Apollo, for
example, describes how the sun moves
across the sky to rise and set each day.
Courtesy NASA and Cislunar Aerospace,
Inc.
Likewise, over his head hung the most delicious fruit. However, whenever Tantalus reached for them, a wind would
blow them just out of his reach. The English word "tantalize" derives from the name Tantalus.
History For Kids - Athena http://www.historyforkids.org/learn/greeks/religion/athena.htm
History For Kids - Ares - http://www.historyforkids.org/learn/greeks/religion/ares.htm
History For Kids - Poseidon - http://www.historyforkids.org/learn/greeks/religion/poseidon.htm
History For Kids - Apollo - http://www.historyforkids.org/learn/greeks/religion/apollo.htm
History For Kids - Hades http://www.historyforkids.org/learn/greeks/religion/hades.htm
Pandora’s Box and Hercules’ Labors
History For Kids - Pandora http://www.historyforkids.org/learn/greeks/religion/myths/pandora.htm
Myths helped explain how the world came to be the way it was. In one myth, Zeus created an incredibly beautiful
and nearly perfect woman named Pandora. Her one flaw was that she was very curious and suspicious. Hermes,
Zeus’s messenger, gave Pandora a golden box. He warned her never to open it because terrible things would occur
84
if she did.
But Pandora could hardly contain her curiosity and eventually broke down and opened the special box. Out from
the box flew all the evils that plague humanity: famine, greed, pain, sorrow, etc. Only one thing remained in the box
— hope — which humans managed to hold on to. This myth explains the origins of human misfortune. At the same
time, it teaches a moral lesson by warning of the dangers of curiosity.
In addition to myths about gods, the ancient Greeks also told stories about heroes. One of the most famous Greek
heroes was Hercules, the world’s strongest man. Hercules was the illegitimate son of a mortal woman and Zeus, who
tricked the woman by disguising himself as the woman’s husband. Hera, Zeus’s wife, was angry about Zeus’ affair
and sought to punish Hercules. Hera tricked Hercules into believing that his entire family were dangerous beasts,
which Hercules then proceeded to kill. When Hercules realized that he had killed his entire family, he agreed to
perform 12 tasks to atone for his terrible actions. For one of the tasks, Hercules had to slay the nine-headed monster
called the Hydra.
For another task, he had to clean the filth from Augean stable, which had not been attended to in 30 years. To do
this, Hercules diverted the course of a river that washed away the mess. In the end, he completed the so-called 12
Labors of Hercules and made up for the murder of his family.
TABLE 1.26:
God/Goddess Important Attributes
Zeus King of the gods, Zeus killed his father Cronos. He is
also the god of thunder.
Hera The wife of Zeus, Hera is the goddess of fertility.
Poseidon The god of the sea.
Hades The god of the underworld.
Hestia A little-known goddess, she is a sister of Zeus and
goddess of the hearth.
Chronos The leader of the Titans and father of the Olympians,
Chronos ate all his children except for Zeus, who killed
him.
Demeter Goddess of the harvest and mother of Persephone.
Apollo God of the sun, music, and art, one of the most versatile
gods.
Artemis Goddess of the hunt, Moon, and childbirth. The sister
of Apollo, she is also a very versatile Olympian.
Aphrodite The goddess of love and the mother of Eros, known to
the Romans as Cupid.
Ares The god of War.
Athena Sprang full-grown from Zeus’s head. She is the God-
dess of wisdom. The city of Athens is named for her.
Haephestos The god of the forge. Thrown from the top of Mount
Olympus by Zeus, Hephaestus is also crippled. The
husband of Aphrodite.
Hermes The messenger god wears a winged helmet and winged
sandals.
Persephone The daughter of Demeter, Persephone was kidnapped
by Hades to be his bride. Because she ate three
pomegranate seeds, she is forced to spend three months
of the year in Hades. This period of time is known as
winter.
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Dionysos The god of wine and revelry. Dionysos had an enor-
mous following throughout the Greek world.
Eros The god of love. Often depicted as a young child, Eros
used magical arrows could to cause people to fall in
love.
Bulfinch’s Mythology: The Age of Fable or Stories of Gods and Heroes

King Midas once did a favor for the divinity Dionysus (Bacchus), who in turn offered him any reward he chose.
Midas chose the power of turning everything he touched into gold. At first, this gift was a joy to the king, who went
around turning leaves, twigs, and stones into precious treasures. But when it came time for dinner, a hungry Midas
started to regret his choice. Read the myth of King Midas, as well as countless other stories on this comprehensive
and user-friendly website based on the work of 19th-century mythology expert Thomas Bulfinch.
Mythology
A professor of Classics at Holy Cross College has created a wonderful website on Greek mythology. Browse through
this great collection of paintings, pottery, and sculpture through the ages that portray images of the Greek gods and
goddesses.
The Encyclopedia Mythica
Check out the Encyclopedia Mythica for information on Greek mythology, folklore, and legends. Did you know that
the word chaos came from the Greek god of the same name, a "gaping void," which gave birth to Gaia, the Earth
goddess? Find out more mythological tidbits on this useful website.
Greek vs. Roman
Check out this chart of Greek gods and their Roman counterparts by clicking on the names. Armed with this
information, you won’t be confused the next time someone says Venus instead of Aphrodite.
If you have any questions about the 12 Olympian gods or any of the other less well-known mythical beings, this
is the place to find the answers. Each god and goddess is depicted in sculptures or paintings, and is accompanied
by a brief description. Find out more about your favorites, whether it’s Hades or Hephaestus, Athena or Aphrodite,
Prometheus or Poseidon.
The Myth Man: Greek Mythology Today
Whether you need help with a school project, or just want to browse a fun website dealing with Greek mythology,
Myth Man can help you out. Here you’ll find information on the Olympian gods, lesser gods, Greek heroes,
mythological creatures, and even love stories.
The Illustrated Encyclopedia of Greek Mythology
From Achilles to Zeus, this illustrated encyclopedia is a gold mine of information on Greek mythology. For example,
it explains that Pan, the god of shepherds and flocks, used to chase nymphs and frighten them. It’s believed, therefore,
that Pan is responsible for general unexplained feelings of terror, which is where we get the word "panic."
The Olympians
Click on your favorite Greek gods and goddesses to learn more about them.
The Labors of Hercules
The gods of Greek mythology often meddled in the affairs of man, none more so than the Greek hero Hercules. After
slaying his family in a fit of insanity caused by the goddess Hera, Hercules was forced to serve the king Eurystheus
for 12 years as his punishment. During his sentence, he was forced to perform 12 nearly-impossible labors, including
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defeating a ferocious lion and (literally) bearing the weight of the world on his shoulders! Read these stories and the
10 others provided by the Perseus Project at Tufts University.
Greek Literature
Greek theaters were built into the sides of hills. This not only provided excellent seating arrangements, but remark-
able acoustics as well.
Thousands would come from far and wide to see the opening of the latest drama by Aeschylus, the most famous
of Athenian playwrights. The citizens of Athens felt it was a part of their civic duty to attend as many dramas as
possible.
The dramas typically dealt with important issues of the day, posed tough questions, and educated theatergoers.
Attendance at dramas was considered such a valuable experience that sometimes the government would pay for the
tickets.
History For Kids - Helen of Troy http://www.historyforkids.org/learn/greeks/religion/myths/helen.htm

History For Kids - The Illiad http://www.historyforkids.org/learn/greeks/literature/iliad.htm
History For Kids - The Odyssey http://www.historyforkids.org/learn/greeks/literature/odyssey.htm
Among the earliest Greek literature was Homer’s epic poems, the Iliad and the Odyssey . The Iliad is a detailed
telling of the Trojan War while the Odyssey recounts Odysseus’ 20-year journey home following the Trojan War.
YouTube History Teacher - Trojan War
http://www.youtube.com/watch?v=CiQ4j-D5o4o&edufilter=X3VIPhJ7tKvalYh6-k2viw&safe=active
Was this the “real” story?
https://www.youtube.com/watch?v=N1Z-zgyGJw0
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Created as early as 900 B.C.E., Homer’s poems were not written down since Greek civilization lacked a written
language at that time. Instead, these massive poems were passed down from generation to generation by word of
mouth.
History For Kids - Homer http://www.historyforkids.org/learn/greeks/literature/homer.htm
Immortalized on the walls of the Roman city, Pompeii, the Greek poet Sappho has been highly regarded for centuries.
Some people consider Sappho to be the first modern poet. Rather than writing epic poetry of heroic deeds, she wrote
short, very personal pieces about love and loss.
An Excerpt from the "Iliad"
The passage which follows is from Book XXII of the Iliad. It describes a scene from the Trojan War that occurs just
before Achilles, the Greek warrior, slays the Trojan hero, Hector.
Old King Priam was the first to see Achilles rushing towards the Trojans over the fields. As Achilles ran, the bronze
on his breast flashed out like the star that comes to us in autumn, outshining all its fellows in the evening sky — they
call it Orion’s Dog, and though it is the brightest of all the stars it bodes no good, bringing much fever, as it does, to
us poor wretches. The old man gave a groan. He lifted up his hands and beat his head with them. In a voice full of
terror he shouted entreaties to his beloved son, who had taken his stand in front of the gates in the fixed resolve to
fight it out with Achilles.
"Hector!" the old man called, stretching out his arms to him in piteous appeal. "I beg you, my dear son, not to stand
up to that man alone and unsupported. You are courting defeat and death at his hands. He is far stronger than you,
and he is savage. The dogs and vultures would soon be feeding on his corpse (and what a load would be lifted from
my heart!) if the gods loved him as little as I do — the man who has robbed me of so many splendid sons, killed
them or sold them off as slaves to the distant isles. So come inside the walls, my child, to be the savior of Troy and
the Trojans; and do not throw away your dear life to give a triumph to the son of Peleus. Have pity too on me, your
poor father, who is still able to feel.
As he came to an end, Priam plucked at his gray locks and tore the hair from his head; but he failed to shake Hector’s
resolution. And now his mother in her turn began to wail and weep. "Hector, my child," she cried, "deal with your
enemy from within the walls and do not go out to meet that man in single combat. He is a savage; and you need not
88
think that, if he kills you, I shall lay you on a bier and weep for you, my own, my darling boy; nor will your richly
dowered wife; but far away from both of us, beside the Argive ships, you will be eaten by the nimble dogs."
FIGURE 1.11
Originally used in religious rituals, Greek
masks became an essential part of every
Greek performance.
Another poet, Hesiod, wrote the Theogony around 700 B.C.E. The Theogony is a genealogy of the gods. Some
scholars credit Hesiod with being one of the first to actually write down his work.
The Age of Pericles
The years between 461 to 429 B.C.E. marked the Age of Pericles. Named after an Athenian leader, arts and literature
flourished in this era. Outdoor theaters were built in Athens and other city-states for performances of the latest
dramas. Made of stone, the theaters were positioned so that scenes of natural beauty served as backdrops for the
stage.
For example, the Greek theater at Taormina in Sicily is built high upon a rocky hill. Behind the audience’s back
lay the blue waters of the Mediterranean Sea. Perfectly centered behind the stage and facing the audience, sits the
active, smoldering volcano, Mount Etna.
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FIGURE 1.12
In Sophocles’ great play Oedipus Rex ,
Oedipus must solve the Sphinx’s riddle in
order to save the city of Thebes.
The Greeks held drama festivals in which plays competed against one another for the audience’s favor. During these
festivals, the Greeks performed the plays as a tribute to the gods. The first major drama festival of the spring in
Athens honored Dionysus, the god of grapes and wine. This festival celebrated the renewal of the grape vines.
On stage, actors could play several roles by wearing different masks A chorus of several people in the background
chanted from time to time, serving as a kind of narrator, and helping move the plot along.
Tragic Literature
All three of the most famous ancient Greek writers specialized in tragedies. Tragedy is a form of drama in which a
strong central character or hero ultimately fails and is punished by the gods. Usually, the hero has a fatal flaw that
causes his undoing.
For many years, Aeschylus (525-456 B.C.E.) was the most successful dramatist in Athens winning several compe-
titions. One of his rivals, the Athenian writer Sophocles (496-406 B.C.E.), wrote the famous play Oedipus Rex , (
Oedipus the King ). In this play, the main character, Oedipus is fated by the gods to kill his father and marry his own
mother. Despite Oedipus’s efforts to avoid this outcome, it happens just as the gods predicted. In shame, Oedipus
blinds himself and is then banished.
A third major writer named Euripides (484-406 B.C.E.) focused more on people than gods in his writing. Among
Euripides most famous works are Electra and The Trojan Women
Greek students studied the Iliad and Odyssey as early as 400 B.C.E. Even though these works have been studied
for centuries, very little is known about the author. Both works are credited to Homer, but who was Homer? Was he
one man? Was he a group of authors? Was he just an imaginary name applied to anonymous works? Or was he the
overweight, donut-loving father of Bart, Lisa and Maggie? Delve deeper into the mystery of Homer, and learn more
about the Iliad and Odyssey on this thorough student-created website from Thinkquest.
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Aesop’s Fables: Traditional and Modern

This fabulous website takes the familiar Aesop’s Fables and retells them with a modern twist. The Donkey and
the Lap Dog , for example, is turned into a story about a laptop and a desktop computer. Each story is beautifully
illustrated — some are even animated with sound. Nearly 40 fables are presented in both traditional and modern
formats. Requires FlashPlayer plug-in.
The Odyssey
Now’s your chance to be a part of the Odyssey. You can choose to be Odysseus, Telemachus, or Penelope. If you
choose Odysseus, the story begins as you leave Troy and set sail for Ithaca. Telemachus’ adventure begins when
he hears news of his father, Odysseus, from a wandering stranger. Choose Penelope, and your story begins when
your son tells you some surprising news. Have fun making your way through this interactive website created by The
Classics Pages.
Dr. J’s Illustrated Greek Theater
Remnants of Greek theaters are scattered all over the Mediterranean. Why were they built outside on hills? This
webpage by a Temple University professor explains the characteristics of ancient Greek theaters and offers several
pictures of excavated temples.
Homeric Singing: An Approach to the Original Performance
In ancient Greece, bards traveled from city to city singing heroic epics and poetry. They were accompanied by a
four-stringed instrument called the phorminx . Both the melody and the lyrics changed a little each time so that no
two performances were ever the same. This webpage has attempted to recreate what a bard might have sounded like.
Additional Resources:
Standard 6.56 Lesson from www.resourcesforhistoryteachers.wikispaces.com
The Greek Gods for YouTube
https://www.youtube.com/watch?v=eJCm8W5RZes
Introduction to the Greek Gods from YouTube
https://www.youtube.com/watch?v=3Dc_mkH2pGE
Male Gods
https://www.youtube.com/watch?v=WP_NeirFIkM
For an interactive and extensive family tree of the gods (starting with Chaos), click here . Astronomers have rules for
naming new moons and asteroids naming involving figures from ancient mythology, see Planet and Satellite Names and Discovere
from the International Astronomical Union.Click here for Meet the Greek Gods from young adult author Rick
Riordan.
Gods and Goddesses
The ancient Greeks had a very large, well-developed pantheon of gods and goddesses as well as a myriad of stories
about the activities of these gods and goddesses.
• They also had many stories about heroic mortals who performed nearly impossible feats of strength, intellect,
and cunning, usually thanks to their descent from or favor with particular gods. Taken together, these stories
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of gods and heroes comprised the entirety of what we call Greek mythology.
• This mythology provides a useful insight into the nature of Greek society and how they thought about the
world around them.
• Greek mythology shows how playful that the Gods could be.e.g. when Eros sent an arrow of love into the
heart of Helen of Sparta. she would never have gone with Paris, as she was married to Menelaus, king of
Sparta. Eros, in his playful way caused the Trojan War.
• One of the most striking features of these mythic stories is how the gods are portrayed as very similar to
the mortals who worship them. The gods bicker and quarrel amongst themselves, they fall in love and have
affairs, they fall out of love and become moody and unpredictable, they become jealous of each other and try
to one-up their rivals, and they use lesser creatures (ie, mortals) as pawns in their games amongst themselves.
It is as if the gods are merely enlarged, very powerful humans who live forever.
FIGURE 1.13
Zeus
The ancient Greeks viewed the world’s events as being controlled by creatures very similar to themselves, and,
though deserving of worship and dangerous to anger, the separation between gods and humans was not an unbridge-
able gulf by any means.
A good example of how this gulf could be bridged is found in the stories of the heroes, the mortals who did great
deeds and won eternal fame.
These figures in many ways acted as a direct connection between the gods, who had typically either fathered the
hero during a relationship with a mortal or favored them especially for some other reason. These mortals had the
favor of the gods, and as a result were able to perform tasks beyond the abilities of most mortals, such as Herakles
(Hercules) completing the Twelve Labors or Perseus’ defeat of Medusa.
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FIGURE 1.14
Zeus and Hera, the king and queen of
the Greek gods, looking very much like
wealthy Greek mortals.
These heroes were role models to Greek society of the time, and they set the standards for what an ideal Greek could
achieve. Heroes can have a very vulnerable side to them. Ulysses made the egregious error to blind the favorite son
of Poseidon.. This caused him to not see Ithaca for 10 years. One of his vulnerabilities was to wonder if his wife
Penelope had been faithful. she indeed had been faithful, for these 10 long years. That is why in Literature, we refer
to a faithful woman as a Penelope.
Click here for audio versions of Bag of Winds, Narcissus, and Pandora, three better-known Greek myths .
Click here for an online version of Theseus and the Minotaur
Click here for a short video on the Greek Godesses
Focus Question: How has ancient Greek mythology influenced the modern world, and what uses are they put
to today?
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The gods and heroes of the ancient Greeks have an impact that continues to be felt today in many different ways.
Materially, the ruins of Greek temples to their gods, such as the Parthenon at Athens, are scattered all around the
Mediterranean today, and statues of Greek gods and heroes are in museums around the world.
FIGURE 1.15
18th-century French engraving of
Odysseus (Ulysses) on the island of the
lotus-eaters.
In addition, the same stories the Greeks were telling thousands of years ago have survived to the present day, and
continue to be retold and impact those exposed to them.
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Many people still read The Illiad and The Odyssey , and movies such as Clash of the Titans and Troy demonstrate
the continuing popularity of these stories as examples of heroism and courage.
The Odyssey
https://www.youtube.com/watch?v=PglAFdKSJ_M
Zeus - King of the Greek Gods
https://www.youtube.com/watch?v=UO3HaI_ZlkI
Hermes
Messenger to the Gods
https://www.youtube.com/watch?v=yJuZqeAgAWU
https://www.youtube.com/watch?v=oU_Ikt2SIBg
Aphrodite - Goddess of Love
https://www.youtube.com/watch?v=YDCB38At1c4
https://www.youtube.com/watch?v=cSWgvvampnw
Athena - Goddess of Wisdom
https://www.youtube.com/watch?v=JP6fhRE_pX0
Poseidon - God of the Sea
https://www.youtube.com/watch?v=giGqxREZNAU
https://www.youtube.com/watch?v=VogSvOhN5dM
Artimis
https://www.youtube.com/watch?v=oetQ0PivMws
Hades
https://www.youtube.com/watch?v=SxhnJbqZx2A
Beginner’s Guide to the Illiad and the Trojan War from the University of California San Diego.
See also, Study Guide for Reading Homer’s //Illiad// from Temple University.
See also teacher notes: Introduction to //The Illiad// and The Odyssey
The Odyssey from The New York Times Learning Network.
Listen to The Illiad in Ancient Greek
Other Resources
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FIGURE 1.16
Helen of Troy by Evelyn de Morgan,
1898.
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Greek Intro Show
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Standard 6.56 Lesson: Compare and Contrast the Titans with the Olympian gods and explain the surrounding
Greek Mythology
Click Here to view the Greek Mythology PowerPoint
Click Here to view The Greek Titans PowerPoint
Click Here to view the Mythology PowerPoint
Click Here to view the Olympian Gods vs Titans PowerPoint
Review of the Titans. . . .
http://gogreece.about.com/od/greekmythology/a/The_Titans_Early_Gods_of_Greece.htm
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And the Olympian gods
http://agemythologystories.blogspot.com/2010/04/war-between-titans-and-olympians.html
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Standard 6.57 Lesson: Explain why the city-states of Greece instituted a tradition of athletic competitions
and describe the sports they featured.
Click Here to view The Ancient Olympic Games PowerPoint
Watch a really good powerpoint about the first Olympic Games!!

http://www.google.com/urlsa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDAQFjAB&url=http%3A%2F%2Fwww.comm
YouTube Videos
Ancient Greek Olympics
https://www.youtube.com/watch?v=IMAKW5C-UFo
The History of the Olympics
https://www.youtube.com/watch?v=vzCJSZufTS8
The Ancient Olympics
https://www.youtube.com/watch?v=MthUbt6p1cg
Resources for History Teachers
www.resourcesforhistoryteachers.wikispaces.com
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FIGURE 1.17
The Ducksters
www.ducksters.com
http://www.ducksters.com/history/ancient_greek_olympics.php
Kid’s Past
www.kidspast.com
http://www.kidspast.com/world-history/0063-olympics.php
Social Studies for Kids
http://www.socialstudiesforkids.com/articles/worldhistory/ancientgreekolympics1.htm
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The Olympic Games
History For Kids - The Olympic History http://www.historyforkids.org/learn/greeks/games/olympics.htm
History For Kids - The Opening Ceremonies http://www.historyforkids.org/learn/greeks/games/olympics02.

htm
History For Kids - The Olympics http://www.historyforkids.org/learn/greeks/games/olympics2.htm
The ancient Greeks loved competition of all sorts. Each year, the various city-states of Greece sent athletes to
festivals of games, which were held to honor the gods.
The most important and prestigious games were held at Olympia to honor Zeus, the king of the gods. These Olympic
games took place in the summer only once every four years.
The earliest recorded Olympics occurred in 776 B.C.E. It is very likely, however, that Olympic games took place for
hundreds of years before then.
The last ancient games were held in 394 C.E. Then the Romans, who had conquered the Greeks, outlawed them.
The modern Olympic games began in 1896.
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FIGURE 1.18
Myron’s Discobolos (Discus Thrower)
shows the Greek emphasis on the beauty
of the human form.
The Competitors
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The discus was one of the original events in the ancient Olympic games. Each thrower used the same discus for the
competition — a copper one which was kept in Olympia.
In the beginning, the participants in the Olympic games were all men. Women were not allowed to compete or even
to watch.
Over time, the Greeks held a festival of games to honor the goddess Hera, Zeus’s wife. Only unmarried women could
participate in the competitions, which consisted mainly of foot races. Eventually, women were able to participate in
and attend the Olympic games.
Contestants could compete in many different events. Athletes were completely naked and covered in oil as they
competed. First, there were the four types of running events. Distances covered include 192 meters (the length of
the stadium), 384 meters and a long-distance run of anywhere between 1,344 and 4,608 meters.
Wrestling in the ancient Olympics was an honorable, but extremely difficult sport in which to compete. In addition
to have no weight classes (the bigger the better!) there was no stopping the match until one man could be declared
triakter (victor).
In the most demanding event runners raced between 384-768 meters — in an armor outfit that weighed between 50
and 70 pounds!
Then, there were the combative events, boxing and wrestling. Boxers wrapped their hands in leather and metal,
making the contests brutal and bloody. The object in wrestling was to touch the opponent’s shoulders to the ground.
All these skills were considered important for military training.
Next, there were the equestrian events, which involved horses and sometimes chariots and took place in a separate
arena called the hippodrome.
Finally, there was the most prestigious and important of all events: the pentathlon, a combination of five different
events. Each contestant threw the javelin, did the long jump, wrestled, ran a foot race, and threw the discus. The
person who had the best overall effort in all these five events was declared the winner.
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War and Peace
At the Olympics, the winners received wreaths made of olive leaves. Over time, more and more prizes were added
such as a bronze tripod or olive oil. Winners received even greater rewards when they returned to their home city-
states.
© Copyright 1996-2000, Channel 1 Communications®

In the Olympic event of the pankration — a brutal mix of boxing and wrestling with almost no rules — the
combatants literally fought tooth and nail.
Triumphant athletes were given not only large monetary awards, but also free meals for the rest of their lives. The
citizens and leaders of the city-state took great pride in their athletes and publicized their accomplishments far and
wide.
During the Olympics, leaders from the various city-states discussed important political and economic matters. In
the ancient world, major leaders rarely met the same place at the same time. As the games approached, everyone
generally agreed to an Olympic truce, a time when warfare usually ceased. Athletes and spectators were granted
immunity to travel to and from the games.
In 2004, the Summer Games returned to their original birthplace of Athens, Greece.
The Ancient Olympics
How was Milo of Kroton, the six-time Olympic wrestling champion, killed? Find out the "human-interest" stories
of Milo and other ancient athletes. Take a tour of Olympia, home of the Games. Learn the rules of ancient Olympic
sports including pankration, chariot-racing, and the pentathlon, at this Tufts University website.
Olympic Symbols and Tradition
Did you know that Cobi the Sheep Dog was the mascot of the 1992 Summer Olympics? Or that "Swifter, Higher,
Stronger" is the Olympic motto? Surf through this USA Today website for images and links to information about
Olympic symbolism and traditions. While you are there, head towards "Amateurism" and find out how working-class
athletes at the turn of the century were prevented from competing in the Games.
Olympics Through Time
Where did Greek traditions of athletic competition come from? How were the Olympics revived in modern times?
What were the meanings of the Olympic rings, and the music played at the Games? Answer these questions at this
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website created by the Foundation of the Hellenic World to celebrate the 100th anniversary of the Olympic Games.
The First Olympic Games
You already know that the Olympic games originated in Greece. But why did they start? The myth is that the games
began because of a man named Pelops. He fell in love with a beautiful woman, but could only win her hand in
marriage if he beat her father in a chariot race. If he lost the race, he would lose his head. Read about the outcome
of the race, as well as other Olympic historical facts.
Athens 2004
The country that invented the Olympics, Greece, hasn’t hosted the Games since 1896. All of that’s about the change
however, as Athens is the selected site for the 2004 Summer Olympics. Get the latest news from the IOC, as well as
linkable maps of the sporting arenas throughout Athens.
Additional Sites and Resources about the Olympics and Athletic Games for the Gods
Focus Question: Why did the Greeks start the Olympics as an athletic competition?
TABLE 1.27:
*
Temple of Hera Ruins.
The Ancient Olympics : a Special Exhibit of the Perseus Digital Library Project from the Classics Department at
Tufts University.
Timelines, Maps, and Images of Athletics in Ancient Greece
The Real Story of the Ancient Olympic Games from the University of Pennsylvania museum.
Olympic Games on Ancient Coins
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Origins of the Olympics
The ancient Olympic Games were created to honor the God’s, specifically Zeus the most powerful. The games
consisted of athletic competitions that took place between the major Greek city-states. The games were devised as
competitions to honor the most powerful Greek god, It is also apparent that these games were largely contests for
pride among rival city-states in a divided Greece.
The first Olympic Games took place in Olympia, Greece in the year 776 BC.There are four ancient Greek athletic
game festivals, but the most popular were the games held at Olympia. The Isthmos, in the city-state of Corinth, were
staged every two years and the Pythian games, near Delphi (in honor of Apollo), occurred every four years, Nemean
at Argos was also important. All the festivals started with an offering to the Gods and an extensive sacrifice of cattle-
often oxen. The athletes would also perform offerings to the Gods for their blessing and support. Before the games,
the participants were required to train faithfully for 10 months and fulfill an oath, saying that the requirements for
training will be fulfilled.
For the first thirteen Olympics, there was only one event, the stadium race, where runners sprinted for 1 length of
the stadium(192m). The other races were added within the next two years which included a 2-stade race (384 m.),
and a long-distance run which ranged from 7 to 24 stades (1,344 m. to 4,608 m.).The fourth type of race involved
runners wearing full armor, which was 2-4 stade race. Initially running was the focus of the Olympics because it
was the focus and strength of a great soldier.
In the following years, events besides running were added, including boxing and wrestling. Boxing consisted of two
men hitting each other until one of the fighters admitted defeat, although the rules differed slightly from the rules of
today’s sport. Boxing also had a more intense format which involved not just the hands but also kicking. This sport
was known as "pankration". It was probable that men competed naked during the Olympic events.
Wrestling consisted of trying to throw the opponent to the ground three times on either his hip, back, or shoulder
for victory. Chariot racing was done in laps around a track, in some cases with two horses and in others with four.
The one given the celebratory olive branch for the winner was not the driver of the chariot but the owner who had
financed the rather expensive training.
The same was true for the jockeys in the riding event that also took place around a track. In some cases events were
combined into a pentathlon, consisting of Running, Javelin, Discus, Wrestling, and the Jump (similar to what we
know as the long jump, but using weights to make the jump further).
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The games were often times considered a higher accomplishment than winning battles. The athletic winners would
be awarded prestige, honor, valuable gifts and privileges.
Women
Women, (as well as foreigners, slaves and dishonored people) were forbidden to watch or view the Olympic Games.
As a result, women created their own form of athletic games known as Heraea. They were held every four years,
but did not contain as many events as the male version. The victorious athletes, like the men, were given valuable
goods, privileges and honor.
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Standard 6.58 Lesson: Describe the purposes and function of the lyceum, the gymnasium, and the Library of
Alexandria, and identify the major accomplishments of the ancient Greeks.
Greek Tragedies from Social Studies for Kids

http://www.socialstudiesforkids.com/articles/worldhistory/greektragedy.htm
25 Ancient Greeks from Ducksters.com
http://www.ducksters.com/history/ancient_greek_famous_people.php
Greek Philosophers from Ducksters.com
http://www.ducksters.com/history/ancient_greek_philosophers.php
Aristotle
http://www.ducksters.com/history/ancient_greece/aristotle.php
Thinkers
The Metropolitan Museum of Art in New York.

This painting, The Death of Socrates, by the 18th-century artist, David, portrays the famous story of Socrates’ death.
He was convicted of religious heresy and contamination of the youth and died by drinking hemlock after the people
of Athens turned against him.
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The citizens of Athens were fed up with the old "wise" man.
History for Kids - Socrates http://www.historyforkids.org/learn/greeks/philosophy/socrates.htm
Socrates, one of ancient Greece’s most learned philosophers, found himself on trial for his teachings. The prosecu-
tion accused Socrates of corrupting the youth of Athens. A jury of hundreds found Socrates guilty and sentenced
him to death.
At the age of 70, Socrates willingly drank hemlock, a powerful poison that put an end to his controversial life. How
did it happen that Athenians put to death a great philosopher such as Socrates?
In the Renaissance artist, Raphael’s School of Athens , Plato (shown on the left) argues that one should search for
truth from above, while his pupil Aristotle argues that answers can be found through observation on Earth.
Throughout his entire life, Socrates questioned everything from Athenian government to Greek religion and the
gods themselves. His ultimate goal was finding the truth, which he believed could be reached through reason and
knowledge. Socrates was a teacher, but he did not have a classroom, any books, or even a school. Instead, Socrates
lectured publicly. Anyone interested in what he had to say was invited to listen.
Socrates practiced a style of teaching that has since become known as the Socratic method. Essentially, Socrates
taught through questioning. He started with simple questions, then progressed to more complex, deeper questions.
Through the application of reason and logic, Socrates revealed answers to many questions that led to a greater
understanding of the world.
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Problems arose because Socrates often questioned the very fundamentals and traditions of Greek society. His
constant questioning and searching for the truth were seen as dangerous by many and ultimately led to his death.
Plato’s Republic
History For Kids - Plato http://www.historyforkids.org/learn/greeks/philosophy/plato.htm
Plato, a student of Socrates, also achieved greatness as a philosopher. Unlike Socrates, however, Plato chose to write
his ideas down. In one of his most renowned works, The Republic , Plato outlined his vision of the ideal state.
Greek philosophers were quite prolific, and left behind many wonderful dialogues on life, morality, death, and
religion.
Surprisingly, Plato’s republic was not very democratic. Plato was greatly disturbed at the way the mass of Athenians
had agreed to put to death his brilliant teacher and mentor, Socrates. Plato believed that uneducated people should
not have right to make important decisions for everyone.
Instead, Plato envisioned a society with many classes in which each class contributed what it could. In his ideal
society, farmers grew the food for the republic, soldiers defended the republic, and a class of intelligent, educated
philosophers ruled the republic. Not surprisingly, Plato lived at a time when democratic society in Athens was in
decline.
One of Plato’s students, Aristotle, also distinguished himself as a thinker. Aristotle wrote about and studied many
subjects, including biology, physics, metaphysics, literature, ethics, logic, art, and more. He emphasized the
importance of observation and the gathering of data.
History For Kids - Aristotle http://www.historyforkids.org/learn/greeks/philosophy/aristotle.htm
Although Aristotle made important discoveries in many areas, his explanation concerning the movement of heavenly
bodies was wrong. Aristotle believed that the Earth was the center of the universe, and that all heavenly bodies
revolved around the Earth. This makes sense from a strictly observational standpoint. Looking up at the sky, it looked
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to Aristotle like everything (sun, moon, stars) circled the earth. In this case, Aristotle’s reliance on observation led
him astray. In reality, the Earth revolves on its own axis, causing the illusion of it being the center of everything.
A Golden Age of Thought
Besides the three great philosophers described above, ancient Greece produced many other important thinkers. In
the realm of science, Hippocrates applied logic to the field of medicine and collected information on hundreds of
patients. His work helped advance people’s understanding of the causes of disease and death and swayed people
from believing in supernatural reasons.
Greek thinkers applied logic to mathematics as well. Pythagoras deduced multiplication tables as well as the
Pythagorean theorem relating to right triangles. Euclid revolutionized the field of geometry, and Archimedes worked
with the force of gravity and invented an early form of calculus.
In the realm of the social sciences, Herodotus, is often credited with being the first modern historian. Another
historian, Thucydides, tried to be as objective as possible in reporting the history he recorded.
Many of these advancements and revelations seem obvious by today’s standards. But 2,500 years ago, most humans
were concerned with providing food and protection for their families and little else. Most of them were ruled by kings
or pharaohs who had supreme decision-making power. The Athenian democracy encouraged countless innovative
thoughts among its citizens. To the ancient Greeks, thinking was serious business.
Greek Philosophy
Crystalinks offers a brief intro to Greek philosophy. A simple click on "Ancient Greece," however, will take you to
even more subjects on Greek culture. Presentations of Archimedes, Aristotle, Pythagoras, Plato, Socrates, and other
great philosophers can be found at this well-made resource.
Archimedes
The theory of buoyancy, the compound pulley, the Archimedes Screw, and the famous number pi.
Ancient Greece: Aristotle
Aristotle is the father of scientific inquiry. Unlike his contemporaries, he believed that the answers to life’s questions
were not to be found by looking to the gods, but rather by carefully observing everything. And he did indeed
observe everything ! He wrote 170 books on a wide variety of topics including astronomy, geology, physics, and
even zoology.
Map of the Acropolis of Athens in Socrates and Plato’s Time
Imagine the paths that Socrates and Plato walked with a full-color layout of the Acropolis as it looked during the
time of these two great philosophers. Everything on the map is labeled, with descriptions and informative links for
each of the buildings, shrines, and theaters in this truly amazing Greek stronghold.
Hippocrates
He is the man that single-handedly changed the face of Western medicine. Hippocrates scoffed at the claims that
illnesses were caused by magic or spirits. Instead, he taught that each patient should be treated individually, and to
closely observe their symptoms. For the thoughts of Hippocrates on how the body worked, don’t miss this link.
Socrates: Philosophy’s Martyr
When Socrates took his own life in prison by drinking hemlock, a poison, he insured himself a place in the annals
of history as one of philosophy’s greatest martyrs. A martyr is one who chooses death over a compromise of his or
her principles. Socrates was charged with introducing new gods and corrupting the young. He felt he had merely
stayed true to his virtues. Read some excerpts from the book Socrates: Philosophy’s Martyr about his trial, and how
Socrates measured up to his equally famous student, Plato.
Greek Mathematics and Its Modern Heirs
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For an entire millennia, from the 5th century B.C.E. to the 5th century C.E., Greeks were on the leading forefront of
discovery in mathematics, astronomy, and the sciences. Shown here are actual texts displayed or retranslated, such
as Euclid’s Elements , or Archimedes’ Works . This is a fascinating page, even if only to look at the original copies
of Greek mathematical and scientific thought.
Art and Architecture
History For Kids - Greek Painting http://www.historyforkids.org/learn/greeks/art/painting/greekpainting.ht

m
One popular form of Greek art was pottery. Vases, vessels, and kraters served both practical and aesthetic purposes.
This krater depicts Helios, the sun god, and dates from the 5th century B.C.E.
The arts reflect the society that creates them. Nowhere is this truer than in the case of the ancient Greeks. Through
their temples, sculpture, and pottery, the Greeks incorporated a fundamental principle of their culture: arete. To the
Greeks, arete meant excellence and reaching one’s full potential.
Ancient Greek art emphasized the importance and accomplishments of human beings. Even though much of Greek
art was meant to honor the gods, those very gods were created in the image of humans.
Much artwork was government sponsored and intended for public display. Therefore, art and architecture were a
tremendous source of pride for citizens and could be found in various parts of the city. Typically, a city-state set aside
a high-altitude portion of land for an acropolis, an important part of the city-state that was reserved for temples or
palaces. The Greeks held religious ceremonies and festivals as well as significant political meetings on the acropolis.
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Photograph courtesy of www.sacredsites.com and Martin Gray

The Parthenon was built in honor of the goddess Athena, who represented the human aspiration for knowledge and
the ideal of wisdom.
Greek Excellence: The Acropolis
In ancient Athens, Pericles ordered the construction of several major temples on the acropolis. Among these was a
temple, the Parthenon, which many consider the finest example of Greek architecture.
Built as a tribute to Athena, the goddess of wisdom for whom the city-state Athens was named, the Parthenon is a
marvel of design, featuring massive columns contrasting with subtle details.
Three different types of columns can be found in ancient Greek architecture. Whether the Doric, Ionic, or Corinthian
style was used depended on the region and the purpose of the structure being built.
Many barely noticeable enhancements to the design of the Parthenon contribute to its overall beauty and balance.
For example, each column is slightly wider in the middle than at its base and top. The columns are also spaced closer
together near the corners of the temple and farther apart toward the middle. In addition, the temple’s steps curve
somewhat — lower on the sides and highest in the middle of each step.
Sadly, time has not treated the Parthenon well. In the 17th century, the Turks, who had conquered the Greeks, used
the Parthenon to store ammunition. An accidental explosion left the Parthenon with no roof and in near ruin. In later
years, tourists hauled away pieces of the Parthenon as vacation souvenirs.
Beauty in the Human Form
Ancient Greek sculptures were typically made of either stone or wood and very few of them survive to this day.
Most Greek sculpture was of the freestanding, human form (even if the statue was of a god) and many sculptures
were nudes. The Greeks saw beauty in the naked human body.
Early Greek statues called kouros were rigid and stood up straight. Over time, Greek statuary adopted a more natural,
relaxed pose with hips thrust to one side, knees and arms slightly bent, and the head turned to one side.
Other sculptures depicted human action, especially athletics. A good example is Myron’s Discus Thrower Another
famous example is a sculpture of Artemis the huntress.
The piece, called "Diana of Versailles," depicts the goddess of the hunt reaching for an arrow while a stag leaps next
to her.
Among the most famous Greek statues is the Venus de Milo, which was created in the second century B.C.E. The
sculptor is unknown, though many art historians believe Praxiteles to have created the piece. This sculpture embodies
the Greek ideal of beauty.
The ancient Greeks also painted, but very little of their work remains. The most enduring paintings were those
found decorating ceramic pottery. Two major styles include red figure (against a black background) and black figure
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(against a red background) pottery. The pictures on the pottery often depicted heroic and tragic stories of gods and
humans.
The Perseus Project Art & Archaeology
The Perseus Project from Tufts University is a megasite of all things Greek and Roman. Browse around this page
for anything about art and architecture. Want something specific? Use the search engine on the left or take a look at
the catalogs, which cover everything from coins to vases.
The Parthenon in Nashville
Nashville probably isn’t the first city that comes to mind when you think of the Parthenon. Surprisingly enough,
that’s the place to go if you want to see a full-size replica of the actual building without leaving the United States.
This website offers virtual tours, historical facts, and interesting tidbits of information about Nashville’s Parthenon.
The Temple of Artemis at Ephesus
The Temple of Artemis at Ephesus was more than just another Greek temple — it was one of the Seven Wonders
of the Ancient World. The beautiful structure was built to honor Artemis, the goddess of nature and hunting. It
survived many disasters before finally being destroyed in 401 C.E.
Ancient Greek Art
Rather than trying to represent a particular individual, Greek sculptors strove to create ideal representations of the
human form. The subjects of their sculptures were often gods, goddesses, and mythological figures. This webpage
gives a great overview of famous sculptures, some well-known Greek artists, and other aspects of Greek art.
Athenian Painted Pottery
Pottery was an integral part of Athenian life. At symposiums, or Athenian drinking parties, hosts needed vessels to
hold the wine and drinking cups for the guests. So pottery was used. Vases were symbols of status given out to the
winners of athletic events such as the All-Athenian Games. Learn how to make pottery step-by-step, and how to
interpret the artwork on these often magnificent pieces of art.
Painting and Firing a Black Figure Vase
Alright, so you’ve sculpted a great looking piece of pottery on your potter’s wheel. How are you going to decorate
it? Check out the instructions here for painting a black figure onto your artwork, just as the ancient Athenians did
over 2,000 years ago!
The Acropolis of Athens
The architecture of the buildings at the Acropolis, particularly the Parthenon, still inspire awe even in the present-
day. The Acropolis has always been at the center of Greek culture. At first it was the central military stronghold,
then the political capital, and now a focus of tourists from around the world. Follow the history of the Acropolis and
learn about the details of these structures still revered as the closest that the Greeks came to perfection.
Additional Resources for Standard 6.58
Topics include: The Gymnasium, The Lyceum, the Library of Alexandria
A. Thales (science)
B. Pythagoras and Euclid (mathematics)
C. Hippocrates (medicine)
D. Socrates, Plato, and Aristotle (philosophy)
E. Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides (history, poetry, and
drama)
F. The Parthenon, the Acropolis, and the Temple of Apollo (architecture)
G. The development of the first complete alphabet with symbols for consonants and vowels
H. Sports and Olympics
115
Focus Questions:
1. What were the purposes and functions of the lyceum, the gymnasium, and the Library of Alexandria?
2. What were the accomplishments of Socrates, Plato, Homer and other Greek philosophers, scientists,
and writers?
For an interesting topic to discuss with students, see World’s Oldest Computer Recreated in Legos from New
Scientist magazine.
Gymnasium
FIGURE 1.19
The ancient Gymnasium at Delphi,
Greece. Image on Wikimedia Commons
by Luarvick.
The gymnasium functioned as a training facility for competitors in public games.
• The gymnasium supplied the means of training and competition formed part of the social and spiritual life of
the Greeks from very early on.
• The contests honored the heroes and gods, sometimes forming part of a periodic festival or the funeral rites
of a deceased chief. The free and active Greek lifestyle (spent to a great extent in the open air) reinforced the
attachment to such sports and after a period of time the contests became a prominent element in Greek culture.
• The victor in religious athletic contests, though he gained no material prize other than a wreath, was rewarded
with the honors and respect of his fellow citizens. Training of competitors for the greater contests was a matter
of public concern and special buildings were provided by the state for such use, with management entrusted
to public officials. A victory in the great religious festivals was an honor for the whole state. Take a virtual
tour of the Temple of Olympia . A temple dedicated to Zeus where the first Olympics were held.
Lyceum
The Lyceum, like the other famous Athenian gymnasia (the Academy and Cynosarges) was more than a space for
physical exercise and philosophical discussion, reflection, and study.
• The Lyceum contained cults of Hermes, the Muses, and Apollo, to whom the area was dedicated and belonged.
• The Lyceum was also used for military exercises, the marshaling of troops, and for military displays. It
encompassed a fairly large area, including large open spaces, buildings, and cult sites.
116
• The Lyceum was also the place for meetings of the Athenian assembly before the establishment of a permanent
meeting area on the Pnyx hill during the fifth century BCE.
• The Lyceum was a place of philosophical discussion and debate well before Aristotle founded his school there
in 335 BC.
• The Lyceum was an important early milestone in the development of Western science and philosophy. The
complex structure itself, named for its sanctuary to Lycian Apollo, dates from before the 6th century BC, while
Aristotle founded his famous school there in 336 BC. Aristotle walked in the lyceum’s stage and grounds
as he lectured, surrounded by a throng of students, so the philosophical school he founded was called the
Peripatetics.
• This interactive image of Raphael’s painting "the School of Athens" allows you to see what a gymnasium
like the Lyceum would have been like. All of the figures in the painting are revolutionary Greek men. In the
center we see Plato and Aristotle deep in discussion. This painting is not realistic in that all of these men lived
at different periods and would never have been in one place together, but the idea of the gymnasium as a place
for revolutionary thought can be seen.
FIGURE 1.20
19th Century Artistic Rendering of the
Library of Alexandria, based on some ar-
chaeological evidence.
The Library of Alexandria was a major library and cultural center, founded by Alexander the Great, and located on
the shore of the Mediterranean Sea in the Egyptian city of Alexandria.
• In 2004, scientists reported finding the location of the Library, once the largest in the world.
• It is usually assumed to have been founded at the beginning of the 3rd century BC during the reign of Ptolemy
II of Egypt after his father had set up the temple of the Muses, the Musaeum (whence we get "Museum").
• The Library is believed to have been burnt down.
• In this translated verse the Latin poet Lucan describes a fire set by Cesare while at war with Egypt.
117
Focus Question: What were the major accomplishments of the ancient Greek scientists, mathe-
maticians, philosophers, historians and writers?
A. Science
Thales of Miletus also known as Thales the Milesian (624-546 BC), was a pre-Socratic Greek philosopher and one
of the Seven Sages of Greece. Many regard him as the first philosopher in the Greek tradition as well as the father
of science.
History For Kids - Thales http://www.historyforkids.org/learn/greeks/science/math/thales.htm
B. Mathematics
FIGURE 1.21
A diagram depicting the Pythagoras The-
orem. PNG image by: de:User:Hubi SVG
image by: en:User:FirefoxRocks
• Pythagoras of Samos (582 BC –507 BC) was an Ionian (Greek) mathematician, astronomer, scientist and
philosopher, founder of the mathematical, mystic, religious, and scientific society called Pythagoreans.He was
called Pytha-goras because Pythian oracle predicted his birth. He is best known for the Pythagorean Theorem
which bears his name. Known as "the father of numbers," Pythagoras made influential contributions to
philosophy and religious teaching in the late 6th century BC. Educational rap video explaining Pythagorean
Theorem!
118
FIGURE 1.22
Statue of Euclid in the Oxford University
Museum of Natural History
Euclid, is also referred to as Euclid of Alexandria, (330 BC – 275 BC) lived in the city of Alexandria, Egypt, is
often considered to be the "father of geometry". His most popular work, Elements, is one of the most successful
textbooks in the history of mathematics. Euclid also wrote works on perspective, conic sections, spherical geometry,
and possibly quadric surfaces. Neither the year nor place of his birth have been established, nor the circumstances
of his death.
History For Kids Greek Mathematics http://www.historyforkids.org/learn/greeks/science/math/
History For Kids Greek Numbers http://www.historyforkids.org/learn/greeks/science/math/numbers.htm
You can read this interesting article to learn about the influence Euclid’s "The Elements" had on President Abraham
Lincoln. "Abe Lincoln and Morgan Hill’s Math Castle"
To accompany this, a small clip from the "Lincoln" movie
119
C . Medicine
FIGURE 1.23
Hippocrates
• Hippokrates of Kos (460-370 BC) was ancient Greek physician of the Age of Pericles, considered one of the
most outstanding figures in the history of medicine. He is often referred to as “The Father of Medicine” in
recognition of his lasting contributions to the field as the founder of the Hippocratic School of medicine.
• In particular, he is credited with greatly advancing clinical medicine, summing up the medical knowledge of
previous schools, and prescribing practices for physicians through the Hippocratic Oath.
Song video from "Dirty Rotten Scoundrels" which is all about the Hippocratic Oath.
History For Kids - Greek Medicine http://www.historyforkids.org/learn/greeks/science/medicine/
D. Philosophy
Socrates (470-399 BC) is widely credited for laying the foundation for Western philosophy.
1. Socrates is quite possibly the most important and influential philosopher of Greek civilization (though strong
cases could also be made for Plato and Aristotle).
120
2. Socrates disparaged the pleasures of the senses, yet was excited by beauty; he was devoted to the education of
the citizens of Athens, yet indifferent to his own sons.
3. The trial and execution of Socrates was the climax of his career and the central event of the dialogues of Plato.
Socrates admitted in court that he could have avoided his trial in the first place by abandoning philosophy and
going home to mind his own business. After his court conviction, he could have avoided the death penalty by
escaping (as he was well able to do so and had willing accomplices).
4. The reason behind his concord with the state’s mandate forms a valuable philosophical insight in its own right,
and is best articulated by the dialogues themselves, especially Crito.
5. Plato (428-348 BCE) was also a mathematician, writer of philosophical dialogues, and founder of the Academy
in Athens, the first institution of higher learning in the western world. Plato is widely believed to have been a
student of Socrates and to have been deeply influenced by his teacher’s execution. His most famous dialogue
is The Republic, writing that had a great influence on the development of American Revolution and American
constitutional law.
6. Aristotle (384-March 7, 322 BC) was a student of Plato and teacher of Alexander the Great. He wrote
on diverse subjects including physics, poetry (including theater), biology, zoology, logic, rhetoric, politics,
government, and ethics. Aristotle defines philosophy as "the knowledge of being."
E. History, Poetry and Drama

Herodotus was a Dorian Greek historian who lived in the 5th century BC (484–425 BC) and is regarded as the “father
of history”. He is almost exclusively known for writing The History of Herodotus, a collection of ’inquiries’ about
the places and peoples he encountered during his wide-ranging travels around the Mediterranean. Thuucydides (460
-400 BC) was an ancient Greek historian. Click here for Speeches from Thucydides . He was the author of the
History of the Peloponnesian War.
Homer was a legendary early Greek poet and aoidos. ("singer") traditionally credited with the composition of The
Iliad and The Odyssey. The poems are often dated to the 8th or 7th century BC; whether Homer himself was the
actual writer of his works, or whether they were largely traditionally built through oral transmission, is debated by
scholars. Click here for a Plot Outline for Homer’s Iliad and List of Principal Characters .
Aeschylus (525-456 BC) was a playwright of Ancient Greece. Often called the “Father of Tragedy”, he is the earliest
of the three Greek tragedians whose plays are not entirely lost, the others being Sophocles and Euripides.
Sophocles (495-406 BC), according to the Suda, wrote 123 plays; in the dramatic competitions of the Festival of
Dionysus (where each submission by one playwright consisted of four plays; three tragedies and a satyr play), he
won more first prizes (around 20) than any other playwright, and placed second in all others he participated in
(Lloyd-Jones 1994: 8).
Euripides (480–406 BC) was the last of the three great tragedians of classical Athens. Ancient scholars thought
that Euripides had written ninety-five plays, although four of those were probably written by Critias. Eighteen of
Euripides’ plays have survived complete. Euripides is known primarily for having reshaped the formal structure of
traditional Attic tragedy by showing strong women characters and smart slaves, and by satirizing many heroes of
Greek mythology
Aristophanes (446-388 BC) was an Old Comic dramatist.
F. Architecture
The Parthenon is a temple that housed the cult statue of Athena, built in the 5th century BC on the acropolis of
Athens. It is the most famous surviving building of ancient Greece, and has been praised as the finest achievement
of Greek architecture. Its decorative sculptures are considered one of the high points of Greek art. The Parthenon
is an enduring symbol of ancient Greece and of Athenian democracy, and is regarded as one of the world’s greatest
cultural monuments.
Nashville TN has a reconstructed Parthenon! The Nashville version of this ancient wonder is built to scale and
121
includes reproductions of the original architecture and artwork, as well as a reproduction of the magnificent chry-
selephantine cult statue of Athena. See new book, The Parthenon Enigma by Joan Breton Connelly (Knopf, 2014)
that argues that the figures depicted in Parthenon are not engaged in civic duty by human sacrifice to the Gods.
Acropolis literally means the edge of a town or a high city. For purposes of defense, early settlers naturally chose
elevated ground, frequently a hill with precipitous sides, and these early citadels became in many parts of the world
the nuclei of large cities which grew up on the surrounding lower ground. The most famous example is the acropolis
of Athens, which, by reason of its historical associations and the famous buildings erected upon it, is generally
known without qualification as simply "The Acropolis".
The Acropolis in Athens is home to many monumental structures, such as the Parthenon, the Propylaia, the Temple
of Athena Nike, and the Erechtheion.
The Temple of Apollo at Delphi was believed by the Greeks to be the center of the earth. The temple was home to
the Oracle of Delphi. The Oracle was a priestess of Apollo who told prophecies to those who came with gifts to the
temple.
G. Alphabet
The Greek alphabet has been used to write the Greek language since about the 9th century BC. It was the first
alphabet in the narrow sense, that is, a writing system using a separate symbol for each vowel and consonant alike.
It is the oldest alphabetic script in use today. The letters are also used to represent numbers – Greek numerals.
In addition to being used for writing modern Greek, its letters are today used as symbols in mathematics and
science, particle names in physics, as names of stars, in the names of fraternities and sororities, in the naming
of supernumerary tropical cyclones, and for other purposes. The Greek alphabet originated as a modification of the
Phoenician alphabet and in turn gave rise to the Gothic, Glagolitic, Cyrillic, and Coptic, as well as the Latin alphabet.
The Greek alphabet is also considered a possible ancestor of the Armenian alphabet.
H. Sports and Olympics
TABLE 1.28:
figure*
The ancient Greeks created the first gymnasium, where athletes could train and compete. These athletes competed
in the Olympics, which are still wildly popular to this day.
• The Greeks often placed a high emphasis on who the fastest person was, and who the strongest was. The first
13 Olympics only had foot race events but after that they expanded to wrestling, discus and other events.
• These events were done to honor the Gods, which is why they were held in Olympia. Olympia was the major
religious center of Greece, which is why the games were there.
• Women were not allowed to compete in the games, but were allowed as owners of different teams in which
they could be crowned as winners.
• To prevent cheating from happening, the games were only allowed to be judged by certain people. These
people were all Elean Greeks. Even though they were allowed to compete still, it was a shock if they cheated.
And even if they did, the other judges still imposed penalties upon them.
• Pausanias described such a situation in this primary source, Pausanias . It is thought that the first ever games
were between 776 to 772 B.C. and were abolished in 394 A.D.
• The impact of the games are clear today as the Olympics are still celebrated throughout the world.
122
For more information, feel free to go to, Olympics

Greek Intro Show
123
1.17. Primary Documents and Supporting Texts to Read - Ancient Greece www.ck12.org
1.17 Primary Documents and Supporting Texts

to Read - Ancient Greece
Primary Documents and Supporting Texts to Read: excerpts from Homer’s Iliad and the Odyssey; excerpts
from Alexander by Plutarch; excerpts from Aesop’s Fables (or the Aesopica); excerpts from Aristotle’s The
Athenian Constitution ; excerpts from The Battle of Marathon ; excerpts from Everyday Life in Ancient Greece
(4th Century BC).
Excerpts from Homer’s
http://www.allgreatquotes.com/iliad_quotes.shtml
Excerpts from Pericles’
http://www.fordham.edu/halsall/ancient/pericles-funeralspeech.asp
Excerpts from by Plutarch
http://ancienthistory.about.com/library/bl/bl_text_plutarch_alexander.htm
Excerpts from
http://aesopfables.com/
Excerpts from Aristotle’s
http://ancienthistory.about.com/b/2009/09/03/thursdays-term-to-learn-athenian-constitution-athenaion-politeia.htm
Excerpts from The Battle of Marathon
http://www.eyewitnesstohistory.com/marathon.htm
Excerpts from
http://www.eyewitnesstohistory.com/ancientgreece.htm
124

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Printed: January 28, 2016

• the “polis” or city-state

6.49 ... Compare and contrast life in Athens and Sparta.

1.1 Ancient Greece YouTube Videos

The Persians and the Greeks: Crash Course World History

1.2 Standard 6.45 Lesson

Another is Ancient Greece and Geography by Natalie!

And one more. . . . . . ;)

From www.historyforkids.org - read "The Agean Sea."

Interactive Map of MediterraneanSea

All Things Human

The First Greeks

1.3 Standard 6.45 Ancient Greece Map Color-

Label the following areas:

Answer the following questions:

1. Briefly describe what ancient Greece consisted of geographically.

3. Was Greece’s land suitable for farming? Explain.

6. What would motivate the Greeks to start new colonies?

1.4 Standard 6.46 Lesson

History For Kids - "Greek Environment" http://www.historyforkids.org/learn/greeks/environment/

Geography and Trade

Depiction of a Greek trireme

Click here for a comparison of Greek and Egyptian Trade

Expanding Cultural Influence

Ancient Greek Jewelry, 300 BCE

Current Map of Southern Europe- Expressing the Location of Greece

1.5 Standard 6.47 Lesson

The Four Forms of Government in Ancient Greece

Also look at www.kidspast.com !!

History For Kids - "The Oligarchy" http://www.historyforkids.org/learn/government/oligarchy.htm

History For Kids - "Tyranny"

"Democracy" from History For Kids http://www.historyforkids.org/learn/government/democracy.htm

This is a clip of information regarding Athenian democracy.

Athens - the Birthplace of Democracy

History For Kids - Athens http://www.historyforkids.org/learn/greeks/government/athens.htm

Ancient Athens - Democracy

The Fall of Athenian Democracy

YouTube - Thermopylae 480 BC

1.6 Standard 6.48 Lesson

The men wearing red paint were in big trouble. . . ...

History For Kids - "City States" http://www.historyforkids.org/learn/government/polis.htm

1. Monarchy - a single ruler like a king

Direct and Indirect Democracy

There are two types of democracy - direct and indirect.

Rule of Law in Greece

A. the “polis” or city-state

Pericles’ Funeral Oration

1. What were the main principles of Athenian Government?

For more on how democracy in Greece influenced American government.

A. The Athens City-State

B. Civic Participation and Voting Rights

• An early form of democracy developed in the 5th century BC.

TABLE 1.10: (continued)

The Persians and the Greeks: Crash Course World History

Ancient Greeks (collection)

1.7 Standard 6.49 Lesson